Argument Writing
A Resource for English 9 Teachers
2011
Howard County Public School System
Sydney L. Cousin, Superintendent
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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
Office 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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How to Use this Guide
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 if you need
assistance in this area.
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Contents
College and Career Readiness Anchor Standards for Writing ..........................................................
Questions and Answers About Teacher Expectations ......................................................................
The Thesis Statement ........................................................................................................................
Argument Writing: What is it?.........................................................................................................
Argument Writing Glossary ..............................................................................................................
1
2
4
5
6
Write to Source
Common Core Standards .................................................................................................................. 7
A Raisin in the Sun ............................................................................................................................ 8
A Midsummer Night’s Dream ........................................................................................................... 9
Night .................................................................................................................................................. 10
To Kill a Mockingbird ....................................................................................................................... 11
To Kill a Mockingbird Rubric for Argument Writing ....................................................................... 12
To Kill a Mockingbird Assignment ................................................................................................... 13
To Kill a Mockingbird: Student Outline .......................................................................................... 14
To Kill a Mockingbird: Student Essay ............................................................................................. 15
Teacher and Student Resources
Compose an Argument about Education and Synthesize Sources .................................................... 20
Compose an Argument about Conformity and Synthesize Sources ................................................. 28
Using Data to Generate a Claim about Opportunities for Higher Education in Maryland ............... 29
Common Fallacious Terms ............................................................................................................... 31
Identifying Logical Fallacies in a Short Story, “Love is a Fallacy” ................................................. 32
Supporting, Refuting, or Qualifying a Claim about William Blake’s Art and Poetry ...................... 39
Supporting, Refuting, or Qualifying a Claim about Goya’s Paintings in an Essay Using Spatial
Organization ...................................................................................................................................... 42
Support or Refute a Claim about Picasso’s Work in an Essay Using Spatial Organization ............. 43
Demonstration of Building a Claim, an Outline, and an Essay from a Prompt using The Odyssey . 44
Composing a Claim using Poetry and A Raisin in the Sun ............................................................... 46
Practice Outlining to Investigate a Claim’s Support and Development in
“Neat People vs. Sloppy People” ...................................................................................................... 47
Practicing Outlining to Investigate a Claim’s Support and Development In
“Neat People vs. Sloppy People”---KEY .......................................................................................... 49
Teacher Resource and Activity: Choosing the Appropriate Pattern of
Organization for an Argument Based on its Topic ........................................................................... 51
Plan an Argument with To Kill a Mockingbird-Is Atticus a Hero? .................................................. 53
Activity: Plan an Argument with To Kill a Mockingbird-What is Evil? ......................................... 55
Activity: Establishing Claim Guidelines .......................................................................................... 57
Activity: Identifying a Claim ........................................................................................................... 58
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Contents (continued)
Activity: Developing a Claim with “The Perils of Indifference” .................................................... 60
Activity: Developing a Claim with A Raisin in the Sun and Poetry ................................................ 64
Activity: Developing and Supporting a Claim Using Differing Texts
Helena’s Monologue from A Midsummer Night’s Dream ................................................................ 66
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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).
Note:
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,
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.
*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)
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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?
 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.
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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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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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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 counterclaims or oppositions. By developing
counterclaims, the writer discredits the counterclaim 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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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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Common Core Standards
Grades 9-10
Writing Standards
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
 Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create
an organization that establishes clear relationships among claim(s), counterclaims, reasons, and
evidence.
 Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience’s knowledge level and
concerns.
 Use words, phrases, and clauses 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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Written Responses to A Raisin in the Sun
Unit: Writers Create Meaning--Theme
Write to Source: A Raisin in the Sun
1. The Youngers are not able to accomplish their dreams because of their character flaws and
inability to manage their resources, not because they do not have enough money.
2. Walter’s desire for money shows a devotion to his family, not a lack of integrity.
Write to Source: A Raisin in the Sun and Outside Sources
3. Although women can pursue any career they choose, women should seek careers in fields that are
typically dominated by women.
Secondary Sources for Claim 3:
a. Non-print text: “Rosie the Riveter” (Ad Council website:
http://www.adcouncil.org/default.aspx?id=128)
b. US Department of Labor statistics concerning women at work: www.bls.gov
c. Literary: A Raisin in the Sun
Editorial articles such as Michael Noer’s "Career Women Make Bad Wives." Forbes (22 Aug.
2006). Available through “Opposing Viewpoints” database, it discusses the impact of working
women on family structure.
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Written Response to A Midsummer Night’s Dream
Unit: Writers Choose Language
Write to Source: A Midsummer’s Night Dream, Romeo and Juliet
1. Develop an argument that addresses to what extent Helena’s statement to Demetrius: “Your
wrongs do set a scandal on my sex. We cannot fight for love as men may do. We should be
wooed and were not made to woo,” reflects the attitude of today’s teenagers.
2. Develop an argument that addresses to what extent Shakespearean comedies, such as A
Midsummer Night’s Dream, resonate with modern audiences as much as his tragedies, such as
Romeo and Juliet. Use your personal reading experience to support your response.
Write to Source: A Midsummer’s Night Dream and Outside Sources
3. Teachers should supply students with a modern translation of Shakespeare’s A Midsummer
Night’s Dream because a reader’s understanding of the play is more important than the language
the author uses.
Secondary Sources for Claim 3:
a. SparkNotes’ No Fear Shakespeare (http://nfs.sparknotes.com/msnd/) or a similar sideby-side translation available at your school
b. “The Real Shakespearean Tragedy: It's been 400-plus years. Is it time to translate the
Bard into understandable English?” by John McWhorter at
http://www.tcg.org/publications/at/jan10/shakespeare.cfm. This is an article exploring the
need for a modernized collection of Shakespearean texts.
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Written Response to Night
Unit: Writers Record Experience
Write to Source: Night
1. Elie Wiesel’s memoir is less affective in depicting the horrors of the Holocaust than visual
depictions of the Holocaust, including fictional accounts such as Life is Beautiful (PG-13). *This
claim assumes that students have been presented with historical images of the Holocaust either
through instruction or through independent research.
2. As discussed in Elie Wiesel’s “The Perils of Indifference,” indifference is more destructive to a
society than anger. (The speech is available at http://www.historyplace.com/speeches/wiesel.htm)
Write to Source: Night and Outside Sources
3. Use evidence from the two sources that appear below to develop an argument that addresses that
extent to which reading first-person accounts of the Holocaust such as Night and Diary of Anne
Frank can prevent future genocides from occurring.
Secondary Sources for Claim 3:
a. Alexandra Zapruder’s Salvaged Papers: Young Writers’ Diaries of the Holocaust or
diaries available on the United States Holocaust Memorial Museum website:
http://www.ushmm.org/wlc/en/article.php?ModuleId=10007952. This is a first-person,
primary historical documents that describe varied descriptions of life during the Holocaust.
b. “Voices on Anti-Semitism Podcast Series: Sayana Ser and Translating Anne Frank’s Diary
into Khmer to help her Native Country of Cambodia Heal from Genocide” at
http://www.ushmm.org/museum/exhibit/focus/antisemitism/voices/transcript/?content=200
90409. This is a first-person account of a modern genocide, discussion the impact of Anne
Frank’s diary for one survivor.
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Written Response to To Kill a Mockingbird
Unit: Writers Invent Character and Point of View
Write to Source: To Kill a Mockingbird
1. Mayella Ewell is not an evil person; she has no choice but to do evil things.
2. Atticus cannot be considered a hero because he does not accomplish his task of defending Tom
Robinson in the court case.
Suggested Definitions from Various Sources for Claim 2:
a. American Heritage Dictionary – “Hero: A person noted for feats of courage or nobility of
purpose, especially one who has risked or sacrificed his or her life”
b. Glencoe Literature – “Hero: The chief character in a literary work, typically one whose
admirable qualities or noble deeds arouse the admiration of the reader.”
c. Merriam-Webster Dictionary – “Hero: A mythological or legendary figure often of divine
descent endowed with great strength or ability; an illustrious warrior.”
Write to Source: To Kill a Mockingbird and Outside Sources
3. Harper Lee’s fictional story was well received by the public in 1965; however, if it were written
today, few teenagers would be interested in reading it in or out of a classroom because To Kill a
Mockingbird has lost its relevancy to today’s teenagers.
Secondary Sources for Claim 3:
a. A website devoted to the eradication of censorship: http://deletecensorship.org/homepage.html
b. A collection of data and information on challenges to literature in recent years, as well as links
to articles and discussions of censorship history: American Library Association’s “Banned
Books Week” website. Link available at www.ala.org.
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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.
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.
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
impression. Does the
paper look as though
you took pride in
what you produced?
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
Voice
o Establish and maintain a formal style/voice
o Respectful tone
5 points
Word Choice
o Use words, phrases, and clauses to create cohesion and clarify the
relationships among claims, counterclaims, reasons, and evidence.
5 points
Sentence Fluency
o Uses transitional words and phrases between points (however, such as,
most important)
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
o Well-defined margins
o Use 12 pt. Times New Roman font and double space.
5 points
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NOTE: The student was asked to respond to one of the two out-of-class assignments.
The outline and essay are first-drafts and require additional development, editing,
and revising.
Select one of the questions and respond in a fully developed essay.
1. Focus on the texts you read in the unit “Writers Record Experiences,” and consider the relevancy
of any one text to today’s teenagers.
Consider the following when developing your response.
o Can your peers relate to the story?
o Do the characters speak to teens?
o Should students be required to read the text?
2. Focus on the experiences of “adolescent” central characters whom you encountered in your
English classes (Night, Breathing Underwater, Speak, or To Kill a Mockingbird, Teen Angst,
Great Expectations, Romeo and Juliet, A Separate Peace)
Select one of the adolescent characters whom you believe would probably develop into a
compassionate individual if there were an epilogue or sequel to the text?
Consider the following when developing your response.
o Challenges the character faced
o How the character responded to conflict
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NOTE: The student was asked to respond to one of the two out-of-class assignments.
The outline and essay are first-drafts and require additional development, editing,
and revising.
Thesis Statement: Harper Lee’s fictional story was well received by the public in 1965; however, if it
were written today, few teenagers would be interested in reading it in or out of a classroom because To
Kill a Mockingbird has lost its relevancy to today’s teenagers.
I. First Argument
a. Lacks personal connection
b. Prejudice- way of life
II. Howard County
a. Schools- friends
b. Interracial- way of like
III. Counterclaim
a. Respect for the past
b. Appreciation for the present
IV. Second Argument
a. More relevant stories
b. Realistic situations and dialogue
V. Counterclaim
15
NOTE: The student was asked to respond to one of the two out-of-class assignments.
The outline and essay are first-drafts and require additional development, editing,
and revising.
Dorian McFadden
June 12, 2011
Stories Must Speak to Teenagers
[BACKGROUND] Although some freshmen struggle with understanding To Kill a Mockingbird,
most students acknowledge the literary merit of Harper Lee’s novel. That is probably a reason why this
story has been taught in Howard County as long as it has. Teachers who have been teaching for many
years continue teaching this book. When new teachers are hired, it seems that they are expected to teach
the novel. Students in most Howard County schools read the novel regardless of the high schools they
attend. Harper Lee’s fictional story was well received by the public in 1965; however, if it were published
today, few teenagers would be interested in reading it in or out of a classroom because To Kill a
Mockingbird has lost its relevancy to today’s teenagers. [Thesis/claim]
It may be difficult for teachers to understand how requiring 9th graders to read this novel is not a
good practice, but few 9th graders can make personal connections to the novel. [First argument point]
Here in Howard County, people of all groups live together. Most freshmen have friends who are from
various ethnic, racial, and religious groups. Howard County is a diverse place to live. Tom Robinson’s
experience is very different from life in Howard County. Tom Robinson is found guilty because he is
black. So what if he is black? When Mayella Ewell addresses the jury and says, “I got somethin' to say.
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And then I ain't gonna say no more. He took advantage of me. An' if you fine, fancy gentlemen ain't
gonna do nothin' about it, then you're just a bunch of lousy, yella, stinkin' cowards,” (Lee 188)
[Evidence]. “Lousy, yella, stinkin’ cowards” is the author’s way of communicating that Mayella
knows that her accusations are false and must resort to insulting the jury. Because Tom Robinson is
black and she is white, she challenges the jury to, despite the false
accusations, follow tradition and make a racist, rather than just, decision. In her mind, the just
decision is to find Tom Robinson guilty because of his race and not his actions.
Students have a hard time relating to this situation in Howard County because people are
accepting of race and ethnicity. In Howard County, it is not uncommon to see interracial couples
and families. “It's not much of a surprise that Howard County schools have grown to be so diverse”
(Jefferson 2) [Evidence] Such is not the case in this novel for with diversity comes understanding and
acceptance. In the novel, the burden of proof to find Tom Robinson guilty rests with the prosecuting side.
Mayella asserts that the proof and evidence is that she is white, and Tom Robinson is black. Teachers
often tell teenagers to use prior knowledge when reading, most Howard County teenagers have no prior
knowledge that would allow them to make personal connections to the text. Teenagers in Howard County
have difficulty understanding what Mayella is attempting to do: send an innocent person to jail because of
his skin color.
Teachers and parents encourage the reading of diverse texts; however, diversity and depression are
two different concepts. [Counters possible objection] They believe that students must be required to
read texts that allow them to see what life was like in the past because students could better appreciate the
present. While this argument may sound valid, requiring students to “live” and experience some of the
darkest times of society can make some students develop resentment for those who are different from
them because of race. Seeing such behavior presented by Mayella succeed in the trial against Tom
Robinson might encourage teens to take advantages of minorities in their own community. This would be
counterproductive and could cause teenagers to begin to question their existing relationships with people
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who are unlike them. What is the purpose of reading diverse literature when teenagers here in Howard
County live diversity everyday?
Another reason why teachers should not require students to read the novel is because the novel
does not address the topics that are of concern to today’s teens. [Second argument point] The novel
undoubtedly has literary merit, but it fails to show real-life teenage situations. Speak and Breathing
Underwater are also English 9 approved choices (Howard County Approved Textbooks). They are taught
in some schools, but not all. Melinda in Speak explains, “ I chow and watch TV until I hear Dad’s Jeep in
the driveway. Flip, flip, flip – cushions reversed to show their pretty white cheeks, then bolt upstairs. By
the time Dad unlocks the door, everything looks the way he wants to see it”(Anderson 15). Teenagers,
especially girls can relate more to these words, situations, language, and problems Melinda faces with her
peers in Speak than they can to the Mayella-Robinson situation. Also, some teenagers can relate to the
interaction between Melinda and her family better than the home life of Scout in To Kill a Mockingbird.
In reference to the relationships in Speak, teenagers of both sexes can relate to Nick and Caitlin’s
problems and situations in Breathing Underwater. Nick makes Caitlin believe that she is the source of
the problem when he asks her, “Why are you doing this Cat?.. I thought we had something special” (Flinn
2). Every student has some kind of issue with friends or significant others in high school. While most of
the situations do not escalate to a restraining order, students can still relate. These books give students a
chance to relate more with the characters, and thus a chance to better connect with the literature.
People also might argue that To Kill a Mockingbird does have real life teenage situations;
however, the only relevant situation is when Dill runs away. [Counters possible objection] While this is
an important teenage theme, only a few of the students can actually relate to it. The situations in Speak
and Breathing Underwater are more easily related to the students today. In Speak the character explains,
“My room belongs to an alien. It is a postcard of who I was in fifth grade” (Anderson 15). Freshmen year
is a very important time. Students can easily relate to the feeling of transition from who you were to who
you want to become. When students can relate to text, it causes more students to be interested in reading.
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Teachers have power. They can choose what to teach and what not to teach. Giving students the
opportunity to self-select from the approved textbooks and not require them to read a book that is
outdated and irrelevant would not mean that they would lose their power. It would mean that teachers are
empowering students to make thoughtful decisions when selecting texts that speak to them, and are
relevant to the current time. While this choice might eliminate some of the classics, it would introduce
newer books that could one day become classics. [Conclusion supports thesis without merely
repeating it.]
19
Teacher and Student
Resources
20
Activity
Compose an Argument about Education and Synthesize Sources
Directions: This question requires you to synthesize a variety of sources into a coherent, well-written
essay. Refer to the sources to support your position; avoid mere paraphrase or summary. Your argument
should be central; the sources should support this argument. Remember to attribute both direct and
indirect citations.
Read the following sources (including any introductory information) carefully. Then write an essay in
which you develop a position on an American’s right to an education and the importance of
education in everyday life. Synthesize at least two of the sources for support.
1.
2.
3.
4.
Frederick Douglass “Learning to Read and Write” (Printed below)
Mary Sherry “In Praise of the F Word” (Models for Writers p.552)
Maya Angelou “Graduation” (from I Know Why the Caged Bird Sings)
Barack Obama’s Back to School speech (Printed below)
From Narrative of the Life of Frederick Douglass, an American Slave, chapter 6, “Learning to Read
and Write” 1841.
I lived in Master Hugh's family about seven years. During this time, I succeeded in learning to read and
write. In accomplishing this, I was compelled to resort to various stratagems. I had no regular teacher. My
mistress, who had kindly commenced to instruct me, had, in compliance with the advice and direction of
her husband, not only ceased to instruct, but had set her face against my being instructed by any one else.
It is due, however, to my mistress to say of her, that she did not adopt this course of treatment
immediately. She at first lacked the depravity indispensable to shutting me up in mental darkness. It was
at least necessary for her to have some training in the exercise of irresponsible power, to make her equal
to the task of treating me as though I were a brute.
My mistress was, as I have said, a kind and tender- hearted woman; and in the simplicity of her soul she
commenced, when I first went to live with her, to treat me as she supposed one human being ought to
treat another. In entering upon the duties of a slaveholder, she did not seem to perceive that I sustained to
her the relation of a mere chattel, and that for her to treat me as a human being was not only wrong, but
dangerously so. Slavery proved as injurious to her as it did to me. When I went there, she was a pious,
warm, and tender-hearted woman. There was no sorrow or suffering for which she had not a tear. She had
bread for the hungry, clothes for the naked, and comfort for every mourner that came within her reach.
Slavery soon proved its ability to divest her of these heavenly qualities. Under its influence, the tender
heart became stone, and the lamblike disposition gave way to one of tiger-like fierceness. The first step in
her downward course was in her ceasing to instruct me. She now commenced to practise her husband's
precepts. She finally became even more violent in her opposition than her husband himself. She was not
satisfied with simply doing as well as he had commanded; she seemed anxious to do better. Nothing
seemed to make her more angry than to see me with a newspaper. She seemed to think that here lay the
danger. I have had her rush at me with a face made all up of fury, and snatch from me a newspaper, in a
manner that fully revealed her apprehension. She was an apt woman; and a little experience soon
demonstrated, to her satisfaction, that education and slavery were incompatible with each other.
From this time I was most narrowly watched. If I was in a separate room any considerable length of time,
I was sure to be suspected of having a book, and was at once called to give an account of myself. All this,
21
however, was too late. The first step had been taken. Mistress, in teaching me the alphabet, had given me
the ~inch,~ and no precaution could prevent me from taking the ~ell.~
The plan which I adopted, and the one by which I was most successful, was that of making friends of all
the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With
their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read.
When I was sent of errands, I always took my book with me, and by going one part of my errand quickly,
I found time to get a lesson before my return. I used also to carry bread with me, enough of which was
always in the house, and to which I was always welcome; for I was much better off in this regard than
many of the poor white children in our neighborhood. This bread I used to bestow upon the hungry little
urchins, who, in return, would give me that more valuable bread of knowledge. I am strongly tempted to
give the names of two or three of those little boys, as a testimonial of the gratitude and affection I bear
them; but prudence forbids;--not that it would injure me, but it might embarrass them; for it is almost an
unpardonable offence to teach slaves to read in this Christian country. It is enough to say of the dear little
fellows, that they lived on Philpot Street, very near Durgin and Bailey's ship-yard. I used to talk this
matter of slavery over with them. I would sometimes say to them, I wished I could be as free as they
would be when they got to be men. "You will be free as soon as you are twenty-one, ~but I am a slave for
life!~ Have not I as good a right to be free as you have?" These words used to trouble them; they would
express for me the liveliest sympathy, and console me with the hope that something would occur by
which I might be free.
I was now about twelve years old, and the thought of being ~a slave for life~ began to bear heavily upon
my heart. Just about this time, I got hold of a book entitled "The Columbian Orator." Every opportunity I
got, I used to read this book. Among much of other interesting matter, I found in it a dialogue between a
master and his slave. The slave was represented as having run away from his master three times. The
dialogue represented the conversation which took place between them, when the slave was retaken the
third time. In this dialogue, the whole argument in behalf of slavery was brought forward by the master,
all of which was disposed of by the slave. The slave was made to say some very smart as well as
impressive things in reply to his master-- things which had the desired though unexpected effect; for the
conversation resulted in the voluntary emancipation of the slave on the part of the master.
In the same book, I met with one of Sheridan's mighty speeches on and in behalf of Catholic
emancipation. These were choice documents to me. I read them over and over again with unabated
interest. They gave tongue to interesting thoughts of my own soul, which had frequently flashed through
my mind, and died away for want of utterance. The moral which I gained from the dialogue was the
power of truth over the conscience of even a slaveholder. What I got from Sheridan was a bold
denunciation of slavery, and a powerful vindication of human rights. The reading of these documents
enabled me to utter my thoughts, and to meet the arguments brought forward to sustain slavery; but while
they relieved me of one difficulty, they brought on another even more painful than the one of which I was
relieved. The more I read, the more I was led to abhor and detest my enslavers. I could regard them in no
other light than a band of successful robbers, who had left their homes, and gone to Africa, and stolen us
from our homes, and in a strange land reduced us to slavery. I loathed them as being the meanest as well
as the most wicked of men. As I read and contemplated the subject, behold! that very discontentment
which Master Hugh had predicted would follow my learning to read had already come, to torment and
sting my soul to unutterable anguish. As I writhed under it, I would at times feel that learning to read had
been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy.
It opened my eyes to the horrible pit, but to no ladder upon which to get out. In moments of agony, I
envied my fellow-slaves for their stupidity. I have often wished myself a beast. I preferred the condition
of the meanest reptile to my own. Any thing, no matter what, to get rid of thinking! It was this everlasting
22
thinking of my condition that tormented me. There was no getting rid of it. It was pressed upon me by
every object within sight or hearing, animate or inanimate. The silver trump of freedom had roused my
soul to eternal wakefulness. Freedom now appeared, to disappear no more forever. It was heard in every
sound, and seen in every thing. It was ever present to torment me with a sense of my wretched condition. I
saw nothing without seeing it, I heard nothing without hearing it, and felt nothing without feeling it. It
looked from every star, it smiled in every calm, breathed in every wind, and moved in every storm.
I often found myself regretting my own existence, and wishing myself dead; and but for the hope of being
free, I have no doubt but that I should have killed myself, or done something for which I should have been
killed. While in this state of mind, I was eager to hear any one speak of slavery. I was a ready listener.
Every little while, I could hear something about the abolitionists. It was some time before I found what
the word meant. It was always used in such connections as to make it an interesting word to me. If a slave
ran away and succeeded in getting clear, or if a slave killed his master, set fire to a barn, or did any thing
very wrong in the mind of a slaveholder, it was spoken of as the fruit of ~abolition.~ Hearing the word in
this connection very often, I set about learning what it meant. The dictionary afforded me little or no help.
I found it was "the act of abolishing;" but then I did not know what was to be abolished. Here I was
perplexed. I did not dare to ask any one about its meaning, for I was satisfied that it was something they
wanted me to know very little about. After a patient waiting, I got one of our city papers, containing an
account of the number of petitions from the north, praying for the abolition of slavery in the District of
Columbia, and of the slave trade between the States. From this time I understood the words ~abolition~
and ~abolitionist,~ and always drew near when that word was spoken, expecting to hear something of
importance to myself and fellow-slaves. The light broke in upon me by degrees. I went one day down on
the wharf of Mr. Waters; and seeing two Irishmen unloading a scow of stone, I went, unasked, and helped
them. When we had finished, one of them came to me and asked me if I were a slave. I told him I was. He
asked, "Are ye a slave for life?" I told him that I was. The good Irishman seemed to be deeply affected by
the statement. He said to the other that it was a pity so fine a little fellow as myself should be a slave for
life. He said it was a shame to hold me. They both advised me to run away to the north; that I should find
friends there, and that I should be free. I pretended not to be interested in what they said, and treated them
as if I did not understand them; for I feared they might be treacherous. White men have been known to
encourage slaves to escape, and then, to get the reward, catch them and return them to their masters. I was
afraid that these seemingly good men might use me so; but I nevertheless remembered their advice, and
from that time I resolved to run away. I looked forward to a time at which it would be safe for me to
escape. I was too young to think of doing so immediately; besides, I wished to learn how to write, as I
might have occasion to write my own pass. I consoled myself with the hope that I should one day find a
good chance. Meanwhile, I would learn to write.
The idea as to how I might learn to write was suggested to me by being in Durgin and Bailey's ship-yard,
and frequently seeing the ship carpenters, after hewing, and getting a piece of timber ready for use, write
on the timber the name of that part of the ship for which it was intended. When a piece of timber was
intended for the larboard side, it would be marked thus--"L." When a piece was for the starboard side, it
would be marked thus--"S." A piece for the larboard side forward, would be marked thus--"L. F." When a
piece was for starboard side forward, it would be marked thus--"S. F." For larboard aft, it would be
marked thus--"L. A." For starboard aft, it would be marked thus--"S. A." I soon learned the names of
these letters, and for what they were intended when placed upon a piece of timber in the ship-yard. I
immediately commenced copying them, and in a short time was able to make the four letters named. After
that, when I met with any boy who I knew could write, I would tell him I could write as well as he. The
next word would be, "I don't believe you. Let me see you try it." I would then make the letters which I had
been so fortunate as to learn, and ask him to beat that. In this way I got a good many lessons in writing,
which it is quite possible I should never have gotten in any other way. During this time, my copy-book
was the board fence, brick wall, and pavement; my pen and ink was a lump of chalk. With these, I learned
23
mainly how to write. I then commenced and continued copying the Italics in Webster's Spelling Book,
until I could make them all without looking on the book. By this time, my little Master Thomas had gone
to school, and learned how to write, and had written over a number of copy-books. These had been
brought home, and shown to some of our near neighbors, and then laid aside. My mistress used to go to
class meeting at the Wilk Street meetinghouse every Monday afternoon, and leave me to take care of the
house. When left thus, I used to spend the time in writing in the spaces left in Master Thomas's copybook, copying what he had written. I continued to do this until I could write a hand very similar to that of
Master Thomas. Thus, after a long, tedious effort for years, I finally succeeded in learning how to write.
Prepared Remarks of President Barack Obama: Back to School Event in Arlington, Virginia on
September 8, 2009
The President: Hello everyone – how’s everybody doing today? I’m here with students at Wakefield High
School in Arlington, Virginia. And we’ve got students tuning in from all across America, kindergarten
through twelfth grade. I’m glad you all could join us today.
I know that for many of you, today is the first day of school. And for those of you in kindergarten, or
starting middle or high school, it’s your first day in a new school, so it’s understandable if you’re a little
nervous. I imagine there are some seniors out there who are feeling pretty good right now, with just one
more year to go. And no matter what grade you’re in, some of you are probably wishing it were still
summer, and you could’ve stayed in bed just a little longer this morning.
I know that feeling. When I was young, my family lived in Indonesia for a few years, and my mother
didn’t have the money to send me where all the American kids went to school. So she decided to teach me
extra lessons herself, Monday through Friday – at 4:30 in the morning.
Now I wasn’t too happy about getting up that early. A lot of times, I’d fall asleep right there at the kitchen
table. But whenever I’d complain, my mother would just give me one of those looks and say, "This is no
picnic for me either, buster."
So I know some of you are still adjusting to being back at school. But I’m here today because I have
something important to discuss with you. I’m here because I want to talk with you about your education
and what’s expected of all of you in this new school year.
Now I’ve given a lot of speeches about education. And I’ve talked a lot about responsibility.
I’ve talked about your teachers’ responsibility for inspiring you, and pushing you to learn.
I’ve talked about your parents’ responsibility for making sure you stay on track, and get your homework
done, and don’t spend every waking hour in front of the TV or with that Xbox.
I’ve talked a lot about your government’s responsibility for setting high standards, supporting teachers
and principals, and turning around schools that aren’t working where students aren’t getting the
opportunities they deserve.
But at the end of the day, we can have the most dedicated teachers, the most supportive parents, and the
best schools in the world – and none of it will matter unless all of you fulfill your responsibilities. Unless
you show up to those schools; pay attention to those teachers; listen to your parents, grandparents and
other adults; and put in the hard work it takes to succeed.
24
And that’s what I want to focus on today: the responsibility each of you has for your education. I want to
start with the responsibility you have to yourself.
Every single one of you has something you’re good at. Every single one of you has something to
offer. And you have a responsibility to yourself to discover what that is. That’s the opportunity an
education can provide.
Maybe you could be a good writer – maybe even good enough to write a book or articles in a newspaper –
but you might not know it until you write a paper for your English class. Maybe you could be an
innovator or an inventor – maybe even good enough to come up with the next iPhone or a new medicine
or vaccine – but you might not know it until you do a project for your science class. Maybe you could be
a mayor or a Senator or a Supreme Court Justice, but you might not know that until you join student
government or the debate team.
And no matter what you want to do with your life – I guarantee that you’ll need an education to do it. You
want to be a doctor, or a teacher, or a police officer? You want to be a nurse or an architect, a lawyer or a
member of our military? You’re going to need a good education for every single one of those careers.
You can’t drop out of school and just drop into a good job. You’ve got to work for it and train for it and
learn for it.
And this isn’t just important for your own life and your own future. What you make of your education
will decide nothing less than the future of this country. What you’re learning in school today will
determine whether we as a nation can meet our greatest challenges in the future.
You’ll need the knowledge and problem-solving skills you learn in science and math to cure diseases like
cancer and AIDS, and to develop new energy technologies and protect our environment. You’ll need the
insights and critical thinking skills you gain in history and social studies to fight poverty and
homelessness, crime and discrimination, and make our nation more fair and more free. You’ll need the
creativity and ingenuity you develop in all your classes to build new companies that will create new jobs
and boost our economy.
We need every single one of you to develop your talents, skills and intellect so you can help solve our
most difficult problems. If you don’t do that – if you quit on school – you’re not just quitting on yourself,
you’re quitting on your country.
Now I know it’s not always easy to do well in school. I know a lot of you have challenges in your lives
right now that can make it hard to focus on your schoolwork.
I get it. I know what that’s like. My father left my family when I was two years old, and I was raised by a
single mother who struggled at times to pay the bills and wasn’t always able to give us things the other
kids had. There were times when I missed having a father in my life. There were times when I was lonely
and felt like I didn’t fit in.
So I wasn’t always as focused as I should have been. I did some things I’m not proud of, and got in more
trouble than I should have. And my life could have easily taken a turn for the worse.
But I was fortunate. I got a lot of second chances and had the opportunity to go to college, and law school,
and follow my dreams. My wife, our First Lady Michelle Obama, has a similar story. Neither of her
25
parents had gone to college, and they didn’t have much. But they worked hard, and she worked hard, so
that she could go to the best schools in this country.
Some of you might not have those advantages. Maybe you don’t have adults in your life who give you the
support that you need. Maybe someone in your family has lost their job, and there’s not enough money to
go around. Maybe you live in a neighborhood where you don’t feel safe, or have friends who are
pressuring you to do things you know aren’t right.
But at the end of the day, the circumstances of your life – what you look like, where you come from, how
much money you have, what you’ve got going on at home – that’s no excuse for neglecting your
homework or having a bad attitude. That’s no excuse for talking back to your teacher, or cutting class, or
dropping out of school. That’s no excuse for not trying.
Where you are right now doesn’t have to determine where you’ll end up. No one’s written your destiny
for you. Here in America, you write your own destiny. You make your own future.
That’s what young people like you are doing every day, all across America.
Young people like Jazmin Perez, from Roma, Texas. Jazmin didn’t speak English when she first started
school. Hardly anyone in her hometown went to college, and neither of her parents had gone either. But
she worked hard, earned good grades, got a scholarship to Brown University, and is now in graduate
school, studying public health, on her way to being Dr. Jazmin Perez.
I’m thinking about Andoni Schultz, from Los Altos, California, who’s fought brain cancer since he was
three. He’s endured all sorts of treatments and surgeries, one of which affected his memory, so it took him
much longer – hundreds of extra hours – to do his schoolwork. But he never fell behind, and he’s headed
to college this fall.
And then there’s Shantell Steve, from my hometown of Chicago, Illinois. Even when bouncing from
foster home to foster home in the toughest neighborhoods, she managed to get a job at a local health
center; start a program to keep young people out of gangs; and she’s on track to graduate high school with
honors and go on to college.
Jazmin, Andoni and Shantell aren’t any different from any of you. They faced challenges in their lives
just like you do. But they refused to give up. They chose to take responsibility for their education and set
goals for themselves. And I expect all of you to do the same.
That’s why today, I’m calling on each of you to set your own goals for your education – and to do
everything you can to meet them. Your goal can be something as simple as doing all your homework,
paying attention in class, or spending time each day reading a book. Maybe you’ll decide to get involved
in an extracurricular activity, or volunteer in your community. Maybe you’ll decide to stand up for kids
who are being teased or bullied because of who they are or how they look, because you believe, like I do,
that all kids deserve a safe environment to study and learn. Maybe you’ll decide to take better care of
yourself so you can be more ready to learn. And along those lines, I hope you’ll all wash your hands a lot,
and stay home from school when you don’t feel well, so we can keep people from getting the flu this fall
and winter.
Whatever you resolve to do, I want you to commit to it. I want you to really work at it.
26
I know that sometimes, you get the sense from TV that you can be rich and successful without any hard
work -- that your ticket to success is through rapping or basketball or being a reality TV star, when
chances are, you’re not going to be any of those things.
But the truth is, being successful is hard. You won’t love every subject you study. You won’t click with
every teacher. Not every homework assignment will seem completely relevant to your life right this
minute. And you won’t necessarily succeed at everything the first time you try.
That’s OK. Some of the most successful people in the world are the ones who’ve had the most
failures. JK Rowling’s first Harry Potter book was rejected twelve times before it was finally
published. Michael Jordan was cut from his high school basketball team, and he lost hundreds of games
and missed thousands of shots during his career. But he once said, "I have failed over and over and over
again in my life. And that is why I succeed."
These people succeeded because they understand that you can’t let your failures define you – you have to
let them teach you. You have to let them show you what to do differently next time. If you get in trouble,
that doesn’t mean you’re a troublemaker, it means you need to try harder to behave. If you get a bad
grade, that doesn’t mean you’re stupid, it just means you need to spend more time studying.
No one’s born being good at things, you become good at things through hard work. You’re not a varsity
athlete the first time you play a new sport. You don’t hit every note the first time you sing a song. You’ve
got to practice. It’s the same with your schoolwork. You might have to do a math problem a few times
before you get it right, or read something a few times before you understand it, or do a few drafts of a
paper before it’s good enough to hand in.
Don’t be afraid to ask questions. Don’t be afraid to ask for help when you need it. I do that every
day. Asking for help isn’t a sign of weakness, it’s a sign of strength. It shows you have the courage to
admit when you don’t know something, and to learn something new. So find an adult you trust – a parent,
grandparent or teacher; a coach or counselor – and ask them to help you stay on track to meet your goals.
And even when you’re struggling, even when you’re discouraged, and you feel like other people have
given up on you – don’t ever give up on yourself. Because when you give up on yourself, you give up on
your country.
The story of America isn’t about people who quit when things got tough. It’s about people who kept
going, who tried harder, who loved their country too much to do anything less than their best.
It’s the story of students who sat where you sit 250 years ago, and went on to wage a revolution and found
this nation. Students who sat where you sit 75 years ago who overcame a Depression and won a world
war; who fought for civil rights and put a man on the moon. Students who sat where you sit 20 years ago
who founded Google, Twitter and Facebook and changed the way we communicate with each other.
So today, I want to ask you, what’s your contribution going to be? What problems are you going to
solve? What discoveries will you make? What will a president who comes here in twenty or fifty or one
hundred years say about what all of you did for this country?
Your families, your teachers, and I are doing everything we can to make sure you have the education you
need to answer these questions. I’m working hard to fix up your classrooms and get you the books,
equipment and computers you need to learn. But you’ve got to do your part too. So I expect you to get
serious this year. I expect you to put your best effort into everything you do. I expect great things from
27
each of you. So don’t let us down – don’t let your family or your country or yourself down. Make us all
proud. I know you can do it. Thank you, God bless you, and God bless America.
28
Activity
Compose an Argument about Conformity and Synthesize Sources
Directions: This question requires you to synthesize a variety of sources into a coherent, well-written
essay. Refer to the sources to support your position; avoid mere paraphrase or summary. Your argument
should be central; the sources should support this argument. Remember to attribute both direct and
indirect citations.
Carefully read the following five sources. Then synthesize information and incorporate it into a coherent,
argument that develops a position about conforming to societal expectations. Make sure that your
argument is solid and counterclaims are developed.
1.
2.
3.
4.
5.
Paul Lawrence Dunbar “We Wear the Mask” (Printed below)
Alex Flinn’s Breathing Under Water
George Orwell’s “Shooting an Elephant” (40 Model Essays, p. 82)
W.H. Auden’s “The Unknown Citizen” (Printed below)
“Mask of Sanity” (painting, Printed below)
We Wear the Mask
WE wear the mask that grins and lies, It hides our cheeks and shades our eyes,— This debt we pay to human guile; With torn and bleeding hearts we smile, And mouth with myriad subtleties.
Why should the world be over-wise, In counting all our tears and sighs? Nay, let them only see us, while We wear the mask.
We smile, but, O great Christ, our cries To thee from tortured souls arise. We sing, but oh the clay is vile Beneath our feet, and long the mile; But let the world dream otherwise, We wear the mask!
The Unknown Citizen by W.H. Auden
He was found by the Bureau of Statistics to be
One against whom there was no official complaint,
And all the reports on his conduct agree
That, in the modern sense of an old-fashioned word, he was a saint,
For in everything he did he served the Greater Community.
Except for the War till the day he retired
He worked in a factory and never got fired,
But satisfied his employers, Fudge Motors Inc.
Yet he wasn't a scab or odd in his views,
For his Union reports that he paid his dues,
(Our report on his Union shows it was sound)
And our Social Psychology workers found
That he was popular with his mates and liked a drink.
The Press are convinced that he bought a paper every day
And that his reactions to advertisements were normal in every way.
Policies taken out in his name prove that he was fully insured,
And his Health-card shows he was once in hospital but left it cured.
Both Producers Research and High-Grade Living declare
He was fully sensible to the advantages of the Installment Plan
And had everything necessary to the Modern Man,
A phonograph, a radio, a car and a Frigidaire.
Our researchers into Public Opinion are content
That he held the proper opinions for the time of year;
When there was peace, he was for peace: when there was war, he went.
He was married and added five children to the population,
Which our Eugenist says was the right number for a parent of his
generation.
And our teachers report that he never interfered with their education.
Was he free? Was he happy? The question is absurd:
Had anything been wrong, we should certainly have heard.
29
Argument Writing Grade 9
Activity
Using Data to Generate a Claim about Opportunities for Higher Education in Maryland
Directions: Review the statistics in the charts below, supplied by College Results Online. The data collection is part of the Education Trust’s
initiative to close the “achievement gap” between groups of students who attend college.
Write three conclusions about the data in this chart:
a) _____________________________________________________________________________________________________________
b) _____________________________________________________________________________________________________________
c) _____________________________________________________________________________________________________________
30
Write three conclusions about the data in this chart:
a) _____________________________________________________________________________________________________________
b) _____________________________________________________________________________________________________________
c) _____________________________________________________________________________________________________________
Use the data in these tables to write and support a claim concerning the opportunities for higher education in Maryland. You may wish to access
additional data at www.collegeresults.org.
31
Argument Writing Grade 9
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.
Grades 9-10
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
Grades 11-12
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
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.
32
Activity
Identifying Logical Fallacies in a Short Story, “Love is a Fallacy”
Directions: Read the following short story, “Love is a Fallacy” by Max Schulman. After reading,
complete the chart.
“Love is a Fallacy”
by Max Shulman
Cool was I and logical. Keen, calculating, perspicacious, acute and astute—I was all of these. My brain was as powerful as a
dynamo, precise as a chemist’s scales, as penetrating as a scalpel. And—think of it! —I was only eighteen.
It is not often that one so young has such a giant intellect. Take, for example, Petey Bellows, my roommate at the university.
Same age, same background, but dumb as an ox. A nice enough fellow, you understand, but nothing upstairs. Emotional type.
Unstable. Impressionable. Worst of all, a faddist. Fads, I submit, are the very negation of reason. To be swept up in every new
craze that comes along, to surrender oneself to idiocy just because everybody else is doing it—this, to me, is the acme of
mindlessness. Not, however, to Petey.
One afternoon I found Petey lying on his bed with an expression of such distress on his face that I immediately diagnosed
appendicitis. “Don’t move,” I said, “Don’t take a laxative. I’ll get a doctor.”
“Raccoon,” he mumbled thickly.
“Raccoon?” I said, pausing in my flight.
“I want a raccoon coat,” he wailed.
I perceived that his trouble was not physical, but mental. “Why do you want a raccoon coat?”
“I should have known it,” he cried, pounding his temples. “I should have known they’d come back when the Charleston came
back. Like a fool I spent all my money for textbooks, and now I can’t get a raccoon coat.”
“Can you mean,” I said incredulously, “that people are actually wearing raccoon coats again?”
“All the Big Men on Campus are wearing them. Where’ve you been?”
“In the library,” I said, naming a place not frequented by Big Men on Campus.
He leaped from the bed and paced the room. “I’ve got to have a raccoon coat,” he said passionately. “I’ve got to!”
“Petey, why? Look at it rationally. Raccoon coats are unsanitary. They shed. They smell bad. They weigh too much. They’re
unsightly. They—”
“You don’t understand,” he interrupted impatiently. “It’s the thing to do. Don’t you want to be in the swim?”
“No,” I said truthfully.
“Well, I do,” he declared. “I’d give anything for a raccoon coat. Anything!”
My brain, that precision instrument, slipped into high gear. “Anything?” I asked, looking at him narrowly.
“Anything,” he affirmed in ringing tones.
I stroked my chin thoughtfully. It so happened that I knew where to get my hands on a raccoon coat. My father had had one in
his undergraduate days; it lay now in a trunk in the attic back home. It also happened that Petey had something I wanted. He
didn’t have it exactly, but at least he had first rights on it. I refer to his girl, Polly Espy.
I had long coveted Polly Espy. Let me emphasize that my desire for this young woman was not emotional in nature. She was,
to be sure, a girl who excited the emotions, but I was not one to let my heart rule my head. I wanted Polly for a shrewdly
calculated, entirely cerebral reason.
33
I was a freshman in law school. In a few years I would be out in practice. I was well aware of the importance of the right kind
of wife in furthering a lawyer’s career. The successful lawyers I had observed were, almost without exception, married to
beautiful, gracious, intelligent women. With one omission, Polly fitted these specifications perfectly.
Beautiful she was. She was not yet of pin-up proportions, but I felt that time would supply the lack. She already had the
makings.
Gracious she was. By gracious I mean full of graces. She had an erectness of carriage, an ease of bearing, a poise that clearly
indicated the best of breeding. At table her manners were exquisite. I had seen her at the Kozy Kampus Korner eating the
specialty of the house—a sandwich that contained scraps of pot roast, gravy, chopped nuts, and a dipper of sauerkraut—
without even getting her fingers moist.
Intelligent she was not. In fact, she veered in the opposite direction. But I believed that under my guidance she would smarten
up. At any rate, it was worth a try. It is, after all, easier to make a beautiful dumb girl smart than to make an ugly smart girl
beautiful.
“Petey,” I said, “are you in love with Polly Espy?”
“I think she’s a keen kid,” he replied, “but I don’t know if you’d call it love. Why?”
“Do you,” I asked, “have any kind of formal arrangement with her? I mean are you going steady or anything like that?”
“No. We see each other quite a bit, but we both have other dates. Why?”
“Is there,” I asked, “any other man for whom she has a particular fondness?”
“Not that I know of. Why?”
I nodded with satisfaction. “In other words, if you were out of the picture, the field would be open. Is that right?”
“I guess so. What are you getting at?”
“Nothing , nothing,” I said innocently, and took my suitcase out the closet.
“Where are you going?” asked Petey.
“Home for weekend.” I threw a few things into the bag.
“Listen,” he said, clutching my arm eagerly, “while you’re home, you couldn’t get some money from your old man, could you,
and lend it to me so I can buy a raccoon coat?”
“I may do better than that,” I said with a mysterious wink and closed my bag and left.
….
“Look,” I said to Petey when I got back Monday morning. I threw open the suitcase and revealed the huge, hairy, gamy object
that my father had worn in his Stutz Bearcat in 1925.
“Holy Toledo!” said Petey reverently. He plunged his hands into the raccoon coat and then his face. “Holy Toledo!” he
repeated fifteen or twenty times.
“Would you like it?” I asked.
“Oh yes!” he cried, clutching the greasy pelt to him. Then a canny look came into his eyes. “What do you want for it?”
“Your girl.” I said, mincing no words.
“Polly?” he said in a horrified whisper. “You want Polly?”
“That’s right.”
He flung the coat from him. “Never,” he said stoutly.
34
I shrugged. “Okay. If you don’t want to be in the swim, I guess it’s your business.”
I sat down in a chair and pretended to read a book, but out of the corner of my eye I kept watching Petey. He was a torn man.
First he looked at the coat with the expression of a waif at a bakery window. Then he turned away and set his jaw resolutely.
Then he looked back at the coat, with even more longing in his face. Then he turned away, but with not so much resolution this
time. Back and forth his head swiveled, desire waxing, resolution waning. Finally he didn’t turn away at all; he just stood and
stared with mad lust at the coat.
“It isn’t as though I was in love with Polly,” he said thickly. “Or going steady or anything like that.”
“That’s right,” I murmured.
“What’s Polly to me, or me to Polly?”
“Not a thing,” said I.
“It’s just been a casual kick—just a few laughs, that’s all.”
“Try on the coat,” said I.
He complied. The coat bunched high over his ears and dropped all the way down to his shoe tops. He looked like a mound of
dead raccoons. “Fits fine,” he said happily.
I rose from my chair. “Is it a deal?” I asked, extending my hand.
He swallowed. “It’s a deal,” he said and shook my hand.
….
I had my first date with Polly the following evening. This was in the nature of a survey; I wanted to find out just how much
work I had to do to get her mind up to the standard I required. I took her first to dinner. “Gee, that was a delish dinner,” she
said as we left the restaurant. Then I took her to a movie. “Gee, that was a marvy movie,” she said as we left the theatre. And
then I took her home. “Gee, I had a sensaysh time,” she said as she bade me good night.
I went back to my room with a heavy heart. I had gravely underestimated the size of my task. This girl’s lack of information
was terrifying. Nor would it be enough merely to supply her with information. First she had to be taught to think. This loomed
as a project of no small dimensions, and at first I was tempted to give her back to Petey. But then I got to thinking about her
abundant physical charms and about the way she entered a room and the way she handled a knife and fork, and I decided to
make an effort.
I went about it, as in all things, systematically. I gave her a course in logic. It happened that I, as a law student, was taking a
course in logic myself, so I had all the facts at my fingertips. “Poll’,” I said to her when I picked her up on our next date,
“tonight we are going over to the Knoll and talk.”
“Oo, terrif,” she replied. One thing I will say for this girl: you would go far to find another so agreeable.
We went to the Knoll, the campus trysting place, and we sat down under an old oak, and she looked at me expectantly. “What
are we going to talk about?” she asked.
“Logic.” She thought this over for a minute and decided she liked it. “Magnif,” she said.
“Logic,” I said, clearing my throat, “is the science of thinking. Before we can think correctly, we must first learn to recognize
the common fallacies of logic. These we will take up tonight.”
“Wow-dow!” she cried, clapping her hands delightedly. I winced, but went bravely on. “First let us examine the fallacy called
Dicto Simpliciter.”
“By all means,” she urged, batting her lashes eagerly.
“Dicto Simpliciter means an argument based on an unqualified generalization. For example: Exercise is good. Therefore
everybody should exercise.”
“I agree,” said Polly earnestly. “I mean exercise is wonderful. I mean it builds the body and everything.”
35
“Polly,” I said gently, “the argument is a fallacy. Exercise is good is an unqualified generalization. For instance, if you have
heart disease, exercise is bad, not good. Many people are ordered by their doctors not to exercise. You must qualify the
generalization. You must say exercise is usually good, or exercise is good for most people. Otherwise you have committed a
Dicto Simpliciter. Do you see?”
“No,” she confessed. “But this is marvy. Do more! Do more!”
“It will be better if you stop tugging at my sleeve,” I told her, and when she desisted, I continued. “Next we take up a fallacy
called Hasty Generalization. Listen carefully: You can’t speak French. Petey Bellows can’t speak French. I must therefore
conclude that nobody at the University of Minnesota can speak French.”
“Really?” said Polly, amazed. “Nobody?” I hid my exasperation.
“Polly, it’s a fallacy. The generalization is reached too hastily. There are too few instances to support such a conclusion.”
“Know any more fallacies?” she asked breathlessly. “This is more fun than dancing even.”
I fought off a wave of despair. I was getting nowhere with this girl, absolutely nowhere. Still, I am nothing if not persistent. I
continued. “Next comes Post Hoc. Listen to this: Let’s not take Bill on our picnic. Every time we take him out with us, it
rains.”
“I know somebody just like that,” she exclaimed. “A girl back home—Eula Becker, her name is. It never fails. Every single
time we take her on a picnic—”
“Polly,” I said sharply, “it’s a fallacy. Eula Becker doesn’t cause the rain. She has no connection with the rain. You are guilty
of Post Hoc if you blame Eula Becker.”
“I’ll never do it again,” she promised contritely. “Are you mad at me?”
I sighed. “No, Polly, I’m not mad.”
“Then tell me some more fallacies.”
“All right. Let’s try Contradictory Premises.”
“Yes, let’s,” she chirped, blinking her eyes happily.
I frowned, but plunged ahead. “Here’s an example of Contradictory Premises: If God can do anything, can He make a stone so
heavy that He won’t be able to lift it?”
“Of course,” she replied promptly.
“But if He can do anything, He can lift the stone,” I pointed out.
“Yeah,” she said thoughtfully. “Well, then I guess He can’t make the stone.”
“But He can do anything,” I reminded her.
She scratched her pretty, empty head. “I’m all confused,” she admitted.
“Of course you are. Because when the premises of an argument contradict each other, there can be no argument. If there is an
irresistible force, there can be no immovable object. If there is an immovable object, there can be no irresistible force. Get it?”
“Tell me more of this keen stuff,” she said eagerly.
I consulted my watch. “I think we’d better call it a night. I’ll take you home now, and you go over all the things you’ve
learned. We’ll have another session tomorrow night.”
I deposited her at the girls’ dormitory, where she assured me that she had had a perfectly terrif evening, and I went glumly
home to my room. Petey lay snoring in his bed, the raccoon coat huddled like a great hairy beast at his feet. For a moment I
36
considered waking him and telling him that he could have his girl back. It seemed clear that my project was doomed to failure.
The girl simply had a logic-proof head.
But then I reconsidered. I had wasted one evening; I might as well waste another. Who knew? Maybe somewhere in the extinct
crater of her mind a few members still smoldered. Maybe somehow I could fan them into flame. Admittedly it was not a
prospect fraught with hope, but I decided to give it one more try.
….
Seated under the oak the next evening I said, “Our first fallacy tonight is called Ad Misericordiam.” She quivered with delight.
“Listen closely,” I said. “A man applies for a job. When the boss asks him what his qualifications are, he replies that he has a
wife and six children at home, the wife is a helpless cripple, the children have nothing to eat, no clothes to wear, no shoes on
their feet, there are no beds in the house, no coal in the cellar, and winter is coming.”
A tear rolled down each of Polly’s pink cheeks. “Oh, this is awful, awful,” she sobbed.
“Yes, it’s awful,” I agreed, “but it’s no argument. The man never answered the boss’s question about his qualifications. Instead
he appealed to the boss’s sympathy. He committed the fallacy of Ad Misericordiam. Do you understand?”
“Have you got a handkerchief?” she blubbered.
I handed her a handkerchief and tried to keep from screaming while she wiped her eyes. “Next,” I said in a carefully controlled
tone, “we will discuss False Analogy. Here is an example: Students should be allowed to look at their textbooks during
examinations. After all, surgeons have X-rays to guide them during an operation, lawyers have briefs to guide them during a
trial, carpenters have blueprints to guide them when they are building a house. Why, then, shouldn’t students be allowed to
look at their textbooks during an examination?”
“There now,” she said enthusiastically, “is the most marvy idea I’ve heard in years.”
“Polly,” I said testily, “the argument is all wrong. Doctors, lawyers, and carpenters aren’t taking a test to see how much they
have learned, but students are. The situations are altogether different, and you can’t make an analogy between them.”
“I still think it’s a good idea,” said Polly.
“Nuts,” I muttered. Doggedly I pressed on. “Next we’ll try Hypothesis Contrary to Fact.”
“Sounds yummy,” was Polly’s reaction.
“Listen: If Madame Curie had not happened to leave a photographic plate in a drawer with a chunk of pitchblende, the world
today would not know about radium.”
“True, true,” said Polly, nodding her head “Did you see the movie? Oh, it just knocked me out. That Walter Pidgeon is so
dreamy. I mean he fractures me.”
“If you can forget Mr. Pidgeon for a moment,” I said coldly, “I would like to point out that statement is a fallacy. Maybe
Madame Curie would have discovered radium at some later date. Maybe somebody else would have discovered it. Maybe any
number of things would have happened. You can’t start with a hypothesis that is not true and then draw any supportable
conclusions from it.”
“They ought to put Walter Pidgeon in more pictures,” said Polly, “I hardly ever see him any more.”
One more chance, I decided. But just one more. There is a limit to what flesh and blood can bear. “The next fallacy is called
Poisoning the Well.”
“How cute!” she gurgled.
“Two men are having a debate. The first one gets up and says, ‘My opponent is a notorious liar. You can’t believe a word that
he is going to say.’ ... Now, Polly, think. Think hard. What’s wrong?”
I watched her closely as she knit her creamy brow in concentration. Suddenly a glimmer of intelligence—the first I had seen—
came into her eyes. “It’s not fair,” she said with indignation. “It’s not a bit fair. What chance has the second man got if the first
man calls him a liar before he even begins talking?”
37
“Right!” I cried exultantly. “One hundred per cent right. It’s not fair. The first man has poisoned the well before anybody could
drink from it. He has hamstrung his opponent before he could even start ... Polly, I’m proud of you.”
“Pshaws,” she murmured, blushing with pleasure.
“You see, my dear, these things aren’t so hard. All you have to do is concentrate. Think—examine—evaluate. Come now, let’s
review everything we have learned.”
“Fire away,” she said with an airy wave of her hand.
Heartened by the knowledge that Polly was not altogether a cretin, I began a long, patient review of all I had told her. Over and
over and over again I cited instances, pointed out flaws, kept hammering away without letup. It was like digging a tunnel. At
first, everything was work, sweat, and darkness. I had no idea when I would reach the light, or even if I would. But I persisted.
I pounded and clawed and scraped, and finally I was rewarded. I saw a chink of light. And then the chink got bigger and the
sun came pouring in and all was bright.
Five grueling nights with this took, but it was worth it. I had made a logician out of Polly; I had taught her to think. My job was
done. She was worthy of me, at last. She was a fit wife for me, a proper hostess for my many mansions, a suitable mother for
my well-heeled children.
It must not be thought that I was without love for this girl. Quite the contrary. Just as Pygmalion loved the perfect woman he
had fashioned, so I loved mine. I decided to acquaint her with my feelings at our very next meeting. The time had come to
change our relationship from academic to romantic.
“Polly,” I said when next we sat beneath our oak, “tonight we will not discuss fallacies.”
“Aw, gee,” she said, disappointed.
“My dear,” I said, favoring her with a smile, “we have now spent five evenings together. We have gotten along splendidly. It is
clear that we are well matched.”
“Hasty Generalization,” said Polly brightly.
“I beg your pardon,” said I.
“Hasty Generalization,” she repeated. “How can you say that we are well matched on the basis of only five dates?”
I chuckled with amusement. The dear child had learned her lessons well. “My dear,” I said, patting her hand in a tolerant
manner, “five dates is plenty. After all, you don’t have to eat a whole cake to know that it’s good.”
“False Analogy,” said Polly promptly. “I’m not a cake. I’m a girl.”
I chuckled with somewhat less amusement. The dear child had learned her lessons perhaps too well. I decided to change
tactics. Obviously the best approach was a simple, strong, direct declaration of love. I paused for a moment while my massive
brain chose the proper word. Then I began:
“Polly, I love you. You are the whole world to me, the moon and the stars and the constellations of outer space. Please, my
darling, say that you will go steady with me, for if you will not, life will be meaningless. I will languish. I will refuse my
meals. I will wander the face of the earth, a shambling, hollow-eyed hulk.”
There, I thought, folding my arms, that ought to do it.
“Ad Misericordiam,” said Polly.
I ground my teeth. I was not Pygmalion; I was Frankenstein, and my monster had me by the throat. Frantically I fought back
the tide of panic surging through me; at all costs I had to keep cool.
“Well, Polly,” I said, forcing a smile, “you certainly have learned your fallacies.”
“You’re darn right,” she said with a vigorous nod.
“And who taught them to you, Polly?”
38
“You did.”
“That’s right. So you do owe me something, don’t you, my dear? If I hadn’t come along you never would have learned about
fallacies.”
“Hypothesis Contrary to Fact,” she said instantly.
I dashed perspiration from my brow. “Polly,” I croaked, “you mustn’t take all these things so literally. I mean this is just
classroom stuff. You know that the things you learn in school don’t have anything to do with life.”
“Dicto Simpliciter,” she said, wagging her finger at me playfully.
That did it. I leaped to my feet, bellowing like a bull. “Will you or will you not go steady with me?”
“I will not,” she replied.
“Why not?” I demanded.
“Because this afternoon I promised Petey Bellows that I would go steady with him.”
I reeled back, overcome with the infamy of it. After he promised, after he made a deal, after he shook my hand! “The rat!” I
shrieked, kicking up great chunks of turf. “You can’t go with him, Polly. He’s a liar. He’s a cheat. He’s a rat.”
“Poisoning the Well,” said Polly, “and stop shouting. I think shouting must be a fallacy too.”
With an immense effort of will, I modulated my voice. “All right,” I said. “You’re a logician. Let’s look at this thing logically.
How could you choose Petey Bellows over me? Look at me—a brilliant student, a tremendous intellectual, a man with an
assured future. Look at Petey—a knothead, a jitterbug, a guy who’ll never know where his next meal is coming from. Can you
give me one logical reason why you should go steady with Petey Bellows?”
“I certainly can,” declared Polly. “He’s got a raccoon coat.”
Fallacy
Definition Provided
Example from the Story
Hasty
Generalization
Post Hoc
Contradictory
Premises
Ad
Misericordiam
False Analogy
Hypothesis
Contrary to
Fact
Poisoning the
Well
Dicto
Simpliciter
39
Activity
Supporting, Refuting, or Qualifying a Claim about William Blake’s Art and Poetry
English poet and artist William Blake published his Songs of Innocence in 1789 and, in 1794,
published Songs of Experience. The latter poems are presented as an answer to the former. While the
poems of Songs of Innocence present the world as Blake feels it should be, Songs of Experience presents
the world as he sees it actually is.
Below are two contrasting poems, “The Divine Image” and “The Human Abstract” from
Innocence and Experience, respectively. Read both poems and study the artwork that the poet created to
surround each.
After reading, write an essay in which you support, refute, or qualify the claim that the artwork
surrounding each poem enhances the message in each and the contrast between the two.
40
Argument Writing Grade 9
41
The Divine Image
(Songs of Innocence)
The Human Abstract
(Songs of Experience)
To Mercy, Pity, Peace, and Love
All pray in their distress;
An to these virtues of delight
Return their thankfulness.
Pity would be no more,
If we did not make somebody Poor:
For Mercy, Pity, Peace, and Love
Is God, our father dear,
And Mercy, Pity, Peace, and Love
Is Man, his child and care.
And Mercy no more could be,
If all were as happy as we;
And mutual fear brings peace;
Till the selfish loves increase.
Then Cruelty knits a snare,
And spreads his baits with care.
For Mercy has a human heart,
Pity a human face,
And Love, the human form divine,
And Peace, the human dress.
He sits down with holy fears,
And waters the ground with tears:
Then Humility takes its root
Underneath his foot.
Then every man, of every dime
That prays in his distress,
Prays to the human form divine,
Love, Mercy, Pity, Peace.
Soon spreads the dismal shade
Of Mystery over his head;
And the Catterpiller and Fly,
Feed on the Mystery.
And all must love the human form,
In heathen, turk, or jew;
Where Mercy, Love & Pity dwell
There God is dwelling too.
And it bears the fruit of Deceit,
Ruddy and sweet to eat;
And the Raven his nest has made
In its thickest shade.
The Gods of the earth and sea,
Sought thro' Nature to find this Tree
But their search was all in vain:
There grows one in the Human Brain
42
Argument Writing Grade 9
Activity
Supporting, Refuting, or Qualifying a Claim about Goya’s Paintings in an Essay Using Spatial Organization
Carefully view the paintings below and read the accompanying background information for each.
The Second of May 1808, the Charge of the Mamelukes is a
painting by Spanish artist Francisco Goya. Goya here captures
the uprising of Spanish citizens against the French soldiers sent
by Napoleon to occupy Spain and destroy the royal family.
The Third of May 1808 is also a painting completed by Spanish artist
Francisco Goya. Goya depicts the Spanish rebels as they face the
French firing squad on the morning following the rebellion. The
French soldiers were expelled from Spain in 1814.
1. Considering Goya’s nationality, with whom does the artist sympathize? List details from the paintings to support your response.
2. In a brief essay that uses spatial organization to discuss the details of the painting(s), support, refute, or qualify the following claim:
The Spanish rebels, as depicted in Goya’s work, are innocent victims of war.
43
Argument Writing Grade 9
Activity
Support or Refute a Claim about Picasso’s Work in an Essay Using Spatial Organization
Directions: Carefully view the painting below and read the accompanying background information.
In 1937 Pablo Picasso painted Guernica, a mural that was the centerpiece for the Spanish Pavilion
of the World's Fair in Paris. The painting is based on the events of April 27, 1937, when the German air
force, in support of the Fascist forces led by Generalissimo Francisco Franco, carried out a bombing raid
on the Basque village of Guernica in northern Spain. At that time such a massive bombing campaign was
unprecedented. The hamlet was pounded with high-explosive and incendiary bombs for over three hours.
The non-combatant townspeople, including women and children, were indiscriminately cut-down as they
fled their crumbling buildings. The town of Guernica burned for three days leaving sixteen hundred
civilians killed or wounded in its smoldering remains. The Fascist planners of the bombing campaign
knew that Guernica had no strategic value as a military target, but it was a cultural and religious center for
Basque identity. The devastation was intended to terrorize the population and break the spirit of the
Basque resistance. In effect it was intended to "shock and awe" the Basques into submission. The
bombing of Guernica was a sensation in the world press. The Times of London called it the arch-symbol
of Fascist barbarity.
What message is the artist conveying through his work? List details from the painting to support your
response._____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
In a brief essay that uses spatial organization to discuss the details of the painting, support or refute the
following claim: Picasso’s Guernica accurately and effectively portrays the horrors of war.
44
Activity
Demonstration of Building a Claim, an Outline, and an Essay from a Prompt using The Odyssey
Sample Prompt
Directions: Carefully read the following quote from poet and critic W.H. Auden. Incorporate the quote
in a coherent, well-developed essay that defends, challenges, or qualifies the claim that Homeric heroes,
such as Odysseus, cannot be considered brave.
Though it would be unfair to describe the Homeric hero as a mere puppet
because of the gods, his area of free choice and responsibility is pretty
circumscribed. In the first place, he is born, not made … so that though he
does brave deeds, he cannot be called brave in our sense of the word
because he never feels fear.
Make sure your argument is central; use the quote to illustrate and support your reasoning. Avoid merely
summarizing The Odyssey.
Sample Outline:
Claim: Auden’s criticism accurately describes Odysseus.
“His area of free choice and responsibility is pretty circumscribed.”
A. The gods cause him to be lost at sea
B. The gods predetermine his return
C. The death of the crew is predetermined; he is not responsible
II.
“Though he does brave things, he cannot be called brave because he never feels fear.”
A. There is no question about his safety or his crew’s death
B. His description of events is confident, not fearful
1. avoiding the sirens
2. stabbing the Cyclops
I.
III.
Counterclaim: Odysseus is brave
A. He risks his life
1. His life is never truly in danger, and he knows this
2. He does attempt to save his crew
a. Attributes their deaths to their greed and fate
b. Sacrifices them to Scylla for his own safety
B. He fears for his wife and son, of whom he has no knowledge
1. He harshly questions Penelope’s faithfulness (not concerned)
2. The aid of Athena during the battle precludes any fear for safety
Sample Essay:
Poet and critic W.H. Auden explains, “Though it would be unfair to describe the Homeric hero as
a mere puppet because of the gods, his area of free choice and responsibility is pretty circumscribed. In
the first place, he is born, not made … so that though he does brave deeds, he cannot be called brave in
our sense of the word because he never feels fear.” This criticism accurately describes Odysseus.
Odysseus’s “area of free choice and responsibility is pretty circumscribed.” From his journey
from Troy, the gods decide where he goes and how long he stays there. While he wants to travel home,
45
the gods keep him out to sea for decades. The gods have also decided that one day he will arrive home on
Ithaca. Though he may choose to travel to Hades, to sail toward Scylla rather than Charybdis, or to the
island of the sun god, he cannot choose poorly; he will always arrive home safely. Similarly, he cannot
choose wisely for his crew. Just as Odysseus is destined to live, his crew is destined to die. Odysseus
cannot make his own choices, so he cannot make brave choices. He is not responsible for the
consequences of his actions, so his actions (because nothing is risked) are not brave either.
Additionally, Odysseus lacks fear. To be brave, as Auden suggests, one must overcome fear.
Odysseus does not fear death because he is destined to live. He does not fear the loss of his companions
because, again, it is destined that they die. Even before Polyphemus’s curse on them, their deaths were an
inevitable result of their poor decisions. Odysseus leads his men without fear or hesitation – a leadership
that is more characteristic of callousness than bravery. His taunting of the Cyclops was certainly not
brave. Flaunting his god-guarded life at the risk of his doomed companions is not brave. Similarly,
Odysseus shows no fear in his confident explanation of his ideas to stab the Cyclops’s eye and plug the
crew’s ears with wax to avoid the sirens. There is no fear or hesitation to his tale; just confidence.
One may argue that Odysseus is brave because he risks his life. This counterclaim is inaccurate
because Odysseus’s life is never in danger. While Zeus, Helios, and Poseidon all endeavor to slow his
journey home, none have threatened to kill him. In fact, Athena, Calypso, and Circe support and protect
him. He is not risking anything except for his crew’s life. He spends no energy trying to save the
crewmembers. In fact, he sacrifices them to Scylla so that he can continue sailing. As for their deaths,
which he does not try to prevent, Odysseus categorizes their demise as an inevitable, fated outcome of
their greed on both the island of the lotus eaters and the island of the sun god. If Odysseus were to battle
fate and attempt to save his crew, those actions would be brave. However, with no risks to his own life,
Odysseus’s journey reveals no bravery.
One may also argue that Odysseus does feel fear: fear for his wife and son’s well-being. This
counterclaim is incorrect because Odysseus does not act out of fear. His actions display a confidence and
arrogance that is inconsistent with fear. The first-person descriptions of his ideas to stab the Cyclops,
avoid the lure of the sirens, and sail toward Scylla include no discussion of alternate plans for if they do
not work. When he does return to Ithaca, he is not afraid for his son’s safety during the battle because he
has Athena on his side. Also, he shows no signs of fear for Penelope’s safety during the time he has been
at sea. Instead, he harshly questions her faithfulness and calls her “cold”. Odysseus does not think of the
well-being of others, so he is not afraid for them. On the island of the sun god, he even takes a nap while
his crew slaughters the cows. Odysseus is not brave because he is not afraid.
The author refers to Odysseus as “the man skilled in all ways of contending,” and though he does
“contend” and exhibits “skill”, he is not brave. He does not feel fear, nor does he have the freedom to
make choices. There is no risk in his tale because fate has already determined the outcome. A hero who
acts without fear of what will happen is not brave. Auden’s criticism of Homeric heroes holds true when
applied to Odysseus.
46
Activity
Composing a Claim Using Poetry and A Raisin in the Sun
Directions: Choose one of the following claims and explain to what degree these poems support the
statement.
a. Diversity is accepted and celebrated in America, offering opportunities for everyone to “sing.”
b. Everyone has a “song” to contribute, but society does not allow some to sing.
I Hear America Singing
I, Too
Walt Whitman, 1860
Langston Hughes, circa 1955
I hear America singing, the varied carols I hear,
Those of mechanics, each one singing his as it should be,
blithe and strong,
The carpenter singing his as he measures his plank or
beam,
The mason singing his as he makes ready for work, or
leaves off work,
The boatman singing what belongs to him in his boat, the
deckhand singing on the steamboat deck,
The shoemaker singing as he sits on his bench, the hatter
singing as he stands,
The wood-cutter's song, the ploughboy's on his way in the
morning, or at noon intermission or at sundown,
The delicious singing of the mother, or of the young wife
at work, or of the girl sewing or washing,
Each singing what belongs to him or her and to none else,
The day what belongs to the day—at night the party of
young fellows, robust, friendly,
Singing with open mouths their strong melodious songs.
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”
Then.
Besides,
They’ll see how beautiful I am
And be ashamed—
I, too, am America.
Now compose a claim and support that claim with solid reasoning and evidence: What do the
Youngers want to contribute to the world? What societal beliefs and personal struggles restrict
their ability to make their dreams a reality?
47
Activity
Practice Outlining to Investigate a Claim’s Support and Development in
“Neat People vs. Sloppy People”
Directions: Read the essay “Neat People vs. Sloppy People” from 40 Model Essays. Then, complete the
open outline below to detail the argument made by the author.
Claim:
_____________________________________________________________________________________
_____________________________________________________________________________________
I.
Sloppy People
A. Sloppiness is a consequence of their ___________________
B. _____________________________________________________________
1. alphabetize their books
2. ___________________________
a. mending
b. ___________________________________________
3. ___________________________________________________
4. file desk clutter
5. ___________________________________________________
C. Sloppy people will never “get neat”
D. Sloppy people can’t part with their things
1. When they clean, ___________________________________________________
2. ___________________________________________________
II.
Neat People
A. “Bums and clods at heart”
1. Don’t care about things
2. See everything as a ___________________________________________________
3. ___________________________________________________
B. Focused on results, not process
1. ___________________________________________________
2.
___________________________________________________
C. Only the trash can is messy
D. “Vicious with mail”
1. Sort over a trash can
48
2. Throw away most items
a. _______________________
b. _______________________
c. _______________________
d. _______________________
e. _______________________
3. Read, respond, and throw away others
a. _______________________
b. _______________________
c. _______________________
d. _______________________
4. “Keep receipts for tax purposes”
E. Value neatness more than economics
F. “No good to borrow from”
1. __________________________________
2. No coupons
3. No leftovers
4. __________________________________
G. Insensitively throw away “people, animals, and things”
1. pantry
2. medicine cabinet
3. attic
4. __________________________________
a. too many leaves
5. __________________________________
a. too many fleas
6. __________________________________
a. too many scuff marks on the floor
49
Activity
Practice Outlining to Investigate a Claim’s Support and Development in
“Neat People vs. Sloppy People”—KEY:
Claim: Neat people are lazier and meaner than sloppy people.
I.
II.
Sloppy people
A. A consequence of their “moral rectitude”
B. Have plans for “someday”
1. Alphabetize their books
2. Mark clothing
a. Mending
b. Handing down
3. Make scrapbooks
4. File desk clutter
5. Read saved magazines
C. Will never “get neat”
D. Cannot part with their things
Neat people
A. “Bums and clods at heart”
1. Do not care about things
2. See everything as a “dust-catcher”
3. Even consider throwing out their children
B. Focused on results, not process
1. “Never handle any item twice”
2. “Throw everything away”
C. “Vicious with mail”
1. Sort over a trash can
2. Throw away most items
a. Ads
b. Catalogues
c. Pleas for charitable contributions
d. Church bulletins
e. Coupons
3. Read, respond, and throw away others
a. Letters from home
b. Postcards from Europe
c. Bills
d. Paychecks
4. “Keep receipts for tax purposes”
D. Value neatness more than all else- Wasteful (ex: dish drainer, La-Z-Boy)
E. “No good to borrow from”
1. Buy small portions
2. No coupons
3. No leftovers
4. Throw away their newspapers at 7:05
F. Insensitively throw away “people, animals, and things”
1. Pantry
2. Medicine cabinet
3. Attic
50
4. Red geranium-too many leaves
5. Dog-too many fleas
6. Children-too many scuff marks on the floor
51
Teacher Resource and Activity
Choosing the Appropriate Pattern of Organization for an Argument Based on its Topic
Common Patterns of Organization
1. Chronological:
Shares your points in the order that they happened. For example: proving a claim
about a character trait by showing how a character changes from the first chapter,
to the second, to the third….
2. Spatial:
Shares your points in the order they appear in an image. For example: proving a
claim about how setting affects the plot by describing the town, the house, the
room….
3. Easiest to accept to most difficult to accept:
Shares your points by starting with ideas that your reader is familiar with, followed
by more original ideas
4. Similarities and differences (aka, Block comparison):
Shares your points by grouping similar ideas. For example: proving a claim about
how two characters from different novels are similar by fully discussing one
character and then fully discussing the other character
5. Point-by-Point comparison:
Shares your points by supplying one piece of evidence from one source, followed
by a similar piece of evidence from another source, or a counterpoint
followed by your answer to it. For example: proving a claim about how two
characters from different novels are similar by discussing both characters’
appearance, both characters’ aspirations, both characters’ relationships with
others….
Source: Models for Writers, 10th ed.
Directions: For each claim, write the number of the organizational pattern that would best develop
the argument.
___ 1. In Breathing Underwater, Caitlin could have prevented Nick’s verbal and physical abuse of her by
recognizing his behavior as abusive.
___ 2. The images within the book cover and movie poster designed for Speak both convey the main
character Melinda’s feelings of loneliness and isolation.
52
___ 3. In Night, Elie would never have survived the terrors of Auschwitz without his father by his side.
___ 4. In A Raisin in the Sun, Walter Lee’s obsession with using ALL $10,000 of his father’s life
insurance money on a liquor store proves that money cannot buy happiness.
___ 5. In Fahrenheit 451, Guy Montag further realizes the emptiness of his life once he begins reading
the books he is supposed to be burning.
___ 6. In A Midsummer Night’s Dream, Shakespeare intentionally gives his female characters similar
names to highlight the immaturity of both women.
___ 7. In Much Ado About Nothing, the witty conversations between Beatrice and Benedick convey to the
reader the importance of social interaction within the play.
___ 8. In To Kill A Mockingbird, Atticus Finch is the ideal example of a hero because of his courageous
behavior before, during, and after the Tom Robinson trial.
___ 9. In Oedipus Rex, Oedipus forced the tragic prophecy from oracle at Delphi to come true by fleeing
Corinth.
___. 10. In Antigone, Antigone does not bury her brother Polynices because of her loyalty to her family,
but due to her anger with Creon, her uncle.
___ 11. Macbeth’s tragic flaw is not blinding ambition but his allegiance to
Lady Macbeth.
___ 12. In the novel Animal Farm, Squealer’s propaganda is the only reason
Napoleon was able to rise to power.
___ 13. In The Catcher in the Rye, Holden Caulfield places himself above
the “phonies” in the world, but Holden is the biggest “phony” of all.
___ 14. A Brave New World both warns against and highlights the power of
new technologies.
___ 15. Shephard Faire’s design for the cover of George Orwell’s book,
1984, captures the mood of the novel.
___ 16. Helen Burns’s martyr-like attitude makes her an unsympathetic
character.
53
Activity
Plan an Argument with To Kill a Mockingbird
Atticus as a Hero
A hero is defined by the American Heritage dictionary as “A person noted for feats of courage or nobility
of purpose, especially one who has risked or sacrificed his or her life.” Is Atticus a hero? Many readers regard
Atticus Finch as one of the great literary heroes and role models because of his integrity and values. However, he
does not succeed in his “feat of courage;” Tom Robinson is found guilty and later killed. Atticus is also unable to
protect his children from Bob Ewell’s attacks, and it is the reclusive Boo Radley who is able to save them.
Write an essay in which you use the definition given to determine whether or not Atticus can be
considered a hero. Support your writing with evidence from the text. Also be sure to address the counterclaim,
or opposing viewpoint.
Claim:
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________
Textual evidence #1 (direct quotation or event):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________(Lee ____)
Textual evidence #2 (direct quotation or event):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________(Lee ____)
Textual evidence #3 (direct quotation or event):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________(Lee ____)
54
Counterclaim:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Textual evidence for counterclaim (direct quotation or event):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________(Lee ____)
55
Activity
Plan an Argument with To Kill a Mockingbird
What is Evil?
Many readers label Bob Ewell as an “evil” character, as well as his daughter, Mayella. However, Atticus,
the protagonist of the book, explains to Scout that the Ewells are the way they are because of their place in
the world and the life they’ve had to live. Atticus even says in his closing argument that he has “nothing but
pity in [his] heart” for Mayella’s situation.
Write an essay in which you explain why Mayella Ewell is either an evil character or a character who has
no choice but to do evil things. Be sure to include events and details from the novel that support your
decision.
Claim:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Textual evidence #1 (direct quotation or event):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________(Lee ____)
Textual evidence #2 (direct quotation or event):
_____________________________________________________________________________________
_____________________________________________________________________________________
56
_____________________________________________________________________________________
________________________________________________(Lee ____)
Textual evidence #3 (direct quotation or event):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________(Lee ____)
Counterclaim:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Textual evidence for counterclaim (direct quotation or event):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________(Lee ____)
57
Activity
Establishing Claim Guidelines
Argument Essay Claim Writing
Topic: ______________________________________________________________
What is your claim?
What would people who disagree with you say about this issue?
Why do you have this viewpoint?
What evidence do you have that proves you are right?
What evidence exists that proves you are wrong?
What sources could you reference to support your claim?
Claim: ______________________________________________________________________
____________________________________________________________________________
Checklist





Arguable
Focused
Clear
More than fact
Worth reading
58
Activity
Identifying a Claim
Name:_________________________________
Date:_________
Pd:__________
Is this a claim?
Part I: Read the following examples and determine if each is an arguable claim or a statement of fact.
Next, write the letter “C” next to each example that is an arguable claim and the letter “F” next to each
example that is a statement of fact. Finally, underline the word or words that support your decision. The
first one is done for you.
1) ___C_____The eighth grade English curriculum in Howard County is filled with interesting books.
2) __________The eighth grade English teachers in Howard County can choose from more than 25
novels to teach the curriculum.
3) __________ Romeo was justified to take the law into his own hands and kill Tybalt.
4) __________ Juliet had no idea that Romeo would be at the party at her house.
5) __________Shakespeare’s Romeo and Juliet proves that love has undeniable power over people.
6) __________Odysseus and his men are constantly at odds between their desire to make it back home to
Ithaca and the other pleasures the world has to offer.
7) __________ The Cyclops eats humans, but obviously not sheep, which makes him a weird monster.
8) __________ Odysseus cannot be called brave because he never feels fear.
9) __________ In the book Flowers for Algernon, Charlie grows more and more intelligent after his
operation.
10) __________ Readers can only connect with the character of mentally disabled people.
11) __________ Charlie’s mental retardation affects both his intelligence and emotions.
12) __________ Montresor is completely satisfied with his revenge against Fortunato.
13) __________ Fortunato insists that Montresor take him to Montresor’s vault so he can taste the
Amontillado, a Spanish wine.
14) __________ The “The Cask of Amontillado” encourages readers to believe revenge and secret
murder are ways to avoid using the law to get justice.
Part II: Read the following statement of fact. Then, add words and/or phrases that transform this
statement of fact into an arguable claim. You may rearrange the order of ideas to help you form an
arguable claim.
59
Fact: Romeo and Juliet is a play written by William Shakespeare.
Claim:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________
Part III: Think about what makes a claim different than a fact. What makes an example a claim or a fact?
List the criteria for an arguable claim that you and other students can use in the future. What would you
include and what would you leave out?
60
Activity
Developing a Claim with “The Perils of Indifference”
Before Reading
Look at the definition in the center of this thinking map. Brainstorm the causes (left) and effects
(right) that you believe to be associated with the idea of indifference.
Effects
Causes
Indifference:
Lack of interest, care or
concern; lack of
significance or
importance; having no
sympathy.
What aspects of your life, experience, role in society, etc. affect the ideas you added to this thinking map?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________.
Do you think that indifference can be harmful?
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________
61
The Perils of Indifference
Elie Wiesel
Mr. President, Mrs. Clinton, members of Congress,
Ambassador Holbrooke, Excellencies, friends: Fifty-four
years ago to the day, a young Jewish boy from a small town
in the Carpathian Mountains woke up, not far from Goethe's
beloved Weimar, in a place of eternal infamy called
Buchenwald. He was finally free, but there was no joy in
his heart. He thought there never would be again.
Liberated a day earlier by American soldiers, he
remembers their rage at what they saw. And even if he lives
to be a very old man, he will always be grateful to them for
that rage, and also for their compassion. Though he did not
understand their language, their eyes told him what he
needed to know -- that they, too, would remember, and bear
witness.
And now, I stand before you, Mr. President -Commander-in-Chief of the army that freed me, and tens of
thousands of others -- and I am filled with a profound and
abiding gratitude to the American people.
Gratitude is a word that I cherish. Gratitude is what
defines the humanity of the human being. And I am grateful
to you, Hillary -- or Mrs. Clinton -- for what you said, and
for what you are doing for children in the world, for the
homeless, for the victims of injustice, the victims of destiny
and society. And I thank all of you for being here.
We are on the threshold of a new century, a new
millennium. What will the legacy of this vanishing century
be? How will it be remembered in the new millennium?
Surely it will be judged, and judged severely, in both moral
and metaphysical terms. These failures have cast a dark
shadow over humanity: two World Wars, countless civil
wars, the senseless chain of assassinations -- Gandhi, the
Kennedys, Martin Luther King, Sadat, Rabin -- bloodbaths
in Cambodia and Nigeria, India and Pakistan, Ireland and
Rwanda, Eritrea and Ethiopia, Sarajevo and Kosovo; the
inhumanity in the gulag and the tragedy of Hiroshima. And,
on a different level, of course, Auschwitz and Treblinka. So
much violence, so much indifference.
What is indifference? Etymologically, the word means
"no difference." A strange and unnatural state in which the
lines blur between light and darkness, dusk and dawn, crime
and punishment, cruelty and compassion, good and evil.
What are its courses and inescapable consequences? Is
it a philosophy? Is there a philosophy of indifference
conceivable? Can one possibly view indifference as a
virtue? Is it necessary at times to practice it simply to keep
one's sanity, live normally, enjoy a fine meal and a glass of
wine, as the world around us experiences harrowing
upheavals?
Of course, indifference can be tempting -- more than
that, seductive. It is so much easier to look away from
victims. It is so much easier to avoid such rude interruptions
to our work, our dreams, our hopes. It is, after all, awkward,
troublesome, to be involved in another person's pain and
despair. Yet, for the person who is indifferent, his or her
neighbor are of no consequence. And, therefore, their lives
are meaningless. Their hidden or even visible anguish is of
no interest. Indifference reduces the other to an abstraction.
Over there, behind the black gates of Auschwitz, the
most tragic of all prisoners were the "Muselmanner," as
they were called. Wrapped in their torn blankets, they
would sit or lie on the ground, staring vacantly into space,
unaware of who or where they were, strangers to their
surroundings. They no longer felt pain, hunger, thirst. They
feared nothing. They felt nothing. They were dead and did
not know it.
Rooted in our tradition, some of us felt that to be
abandoned by humanity then was not the ultimate. We felt
that to be abandoned by God was worse than to be punished
by Him. Better an unjust God than an indifferent one. For
us to be ignored by God was a harsher punishment than to
be a victim of His anger. Man can live far from God -- not
outside God. God is wherever we are. Even in suffering?
Even in suffering.
In a way, to be indifferent to that suffering is what
makes the human being inhuman. Indifference, after all, is
more dangerous than anger and hatred. Anger can at times
be creative. One writes a great poem, a great symphony,
one does something special for the sake of humanity
because one is angry at the injustice that one witnesses. But
indifference is never creative. Even hatred at times may
elicit a response. You fight it. You denounce it. You disarm
it. Indifference elicits no response. Indifference is not a
response.
Indifference is not a beginning, it is an end. And,
therefore, indifference is always the friend of the enemy, for
it benefits the aggressor -- never his victim, whose pain is
magnified when he or she feels forgotten. The political
prisoner in his cell, the hungry children, the homeless
refugees -- not to respond to their plight, not to relieve their
solitude by offering them a spark of hope is to exile them
from human memory. And in denying their humanity we
betray our own.
Indifference, then, is not only a sin, it is a punishment.
And this is one of the most important lessons of this
outgoing century's wide-ranging experiments in good and
evil.
In the place that I come from, society was composed of
three simple categories: the killers, the victims, and the
bystanders. During the darkest of times, inside the ghettoes
62
and death camps -- and I'm glad that Mrs. Clinton
mentioned that we are now commemorating that event, that
period, that we are now in the Days of Remembrance -- but
then, we felt abandoned, forgotten. All of us did.
And our only miserable consolation was that we
believed that Auschwitz and Treblinka were closely
guarded secrets; that the leaders of the free world did not
know what was going on behind those black gates and
barbed wire; that they had no knowledge of the war against
the Jews that Hitler's armies and their accomplices waged
as part of the war against the Allies.
If they knew, we thought, surely those leaders would
have moved heaven and earth to intervene. They would
have spoken out with great outrage and conviction. They
would have bombed the railways leading to Birkenau, just
the railways, just once.
And now we knew, we learned, we discovered that the
Pentagon knew, the State Department knew. And the
illustrious occupant of the White House then, who was a
great leader -- and I say it with some anguish and pain,
because, today is exactly 54 years marking his death -Franklin Delano Roosevelt died on April the 12th, 1945, so
he is very much present to me and to us.
No doubt, he was a great leader. He mobilized the
American people and the world, going into battle, bringing
hundreds and thousands of valiant and brave soldiers in
America to fight fascism, to fight dictatorship, to fight
Hitler. And so many of the young people fell in battle. And,
nevertheless, his image in Jewish history -- I must say it -his image in Jewish history is flawed.
The depressing tale of the St. Louis is a case in point.
Sixty years ago, its human cargo -- maybe 1,000 Jews -was turned back to Nazi Germany. And that happened after
the Kristallnacht, after the first state sponsored pogrom,
with hundreds of Jewish shops destroyed, synagogues
burned, thousands of people put in concentration camps.
And that ship, which was already on the shores of the
United States, was sent back.
I don't understand. Roosevelt was a good man, with a
heart. He understood those who needed help. Why didn't he
allow these refugees to disembark? A thousand people -- in
America, a great country, the greatest democracy, the most
generous of all new nations in modern history. What
happened? I don't understand. Why the indifference, on the
highest level, to the suffering of the victims?
But then, there were human beings who were sensitive
to our tragedy. Those non-Jews, those Christians, that we
called the "Righteous Gentiles," whose selfless acts of
heroism saved the honor of their faith. Why were they so
few? Why was there a greater effort to save SS murderers
after the war than to save their victims during the war?
Why did some of America's largest corporations
continue to do business with Hitler's Germany until 1942?
It has been suggested, and it was documented, that the
Wehrmacht could not have conducted its invasion of France
without oil obtained from American sources. How is one to
explain their indifference?
And yet, my friends, good things have also happened in
this traumatic century: the defeat of Nazism, the collapse of
communism, the rebirth of Israel on its ancestral soil, the
demise of apartheid, Israel's peace treaty with Egypt, the
peace accord in Ireland. And let us remember the meeting,
filled with drama and emotion, between Rabin and Arafat
that you, Mr. President, convened in this very place. I was
here and I will never forget it.
And then, of course, the joint decision of the United
States and NATO to intervene in Kosovo and save those
victims, those refugees, those who were uprooted by a man
whom I believe that because of his crimes, should be
charged with crimes against humanity. But this time, the
world was not silent. This time, we do respond. This time,
we intervene.
Does it mean that we have learned from the past? Does
it mean that society has changed? Has the human being
become less indifferent and more human? Have we really
learned from our experiences? Are we less insensitive to the
plight of victims of ethnic cleansing and other forms of
injustices in places near and far? Is today's justified
intervention in Kosovo, led by you, Mr. President, a lasting
warning that never again will the deportation, the
terrorization of children and their parents be allowed
anywhere in the world? Will it discourage other dictators in
other lands to do the same?
What about the children? Oh, we see them on
television, we read about them in the papers, and we do so
with a broken heart. Their fate is always the most tragic,
inevitably. When adults wage war, children perish. We see
their faces, their eyes. Do we hear their pleas? Do we feel
their pain, their agony? Every minute one of them dies of
disease, violence, famine. Some of them -- so many of them
-- could be saved.
And so, once again, I think of the young Jewish boy
from the Carpathian Mountains. He has accompanied the
old man I have become throughout these years of quest and
struggle. And together we walk towards the new
millennium, carried by profound fear and extraordinary
hope.
63
After Reading
Create a claim:
a. Do you think indifference is harmful?
b. Find one statement within this speech that you strongly agree or disagree with.
c. What events from life and literature support your opinion?
d. What evidence would someone who disagrees with you use to prove you wrong?
Compose your claim:
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________________
Quote from speech
Interpretation that ties quote to your claim
Quote from Night
Interpretation that ties quote to your claim
64
Activity
Developing a Claim with A Raisin in the Sun and Poetry
Directions: Read the following poem from Georgia Douglass Johnson, and respond to the questions
below.
Black Woman
Don’t knock at my door, little child
I cannot let you in.
You know not what a world this is
Of cruelty and sin.
Wait in the still eternity
Until I come to you.
The world is cruel, cruel child,
I cannot let you in.
Don’t knock at my heart, little one,
I cannot bear the pain
Of turning deaf ear to your call
Time and time again!
You do not know the monster men
Inhabiting the earth.
Be still, be still, my precious child,
I must not give you birth!
1. Which character from the play is experiencing a conflict similar to the speaker in this poem?
2. Which line clearly shows that the speaker has love for the child?
3. What idea is implied by the title of this poem?
Consider and Construct an Argument
In A Raisin in the Sun we read about the Younger family’s conflicts with a sexist and racist community. Mr.
Lindner and the residents of Clybourne Park try to buy out the Youngers, and even within their own family,
Walter repeatedly insults African Americans. Walter also insults women, despite Ruth’s and Mama’s
contributions to the family and Beneatha’s desire to become a doctor.
The African American women in this play suffer because of this racism and sexism around them. Similarly,
the poem presented here shares the mistrust and fear of a pregnant woman and the title is “Black Woman.”
Think about your life and community. Do you believe that the struggles faced by Ruth, Beneatha, and Mama
are specific to African American women, or are the struggles universal?
65
Your Answer:
______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________
Choose one of the following claims which accurately expresses your viewpoint. Keep in mind that you
will have to support your chosen claim with examples from the text.
a. The struggles that the characters face in A Raisin in the Sun are experienced by all people,
regardless of their race or gender.
Evidence from A Raisin in the Sun:
_____________________________________________________________________________________
___________________________________________ (page___)
b. The struggles that the characters face in A Raisin in the Sun are experienced by many minority groups
in the United States.
Evidence from A Raisin in the Sun:
_____________________________________________________________________________________
___________________________________________ (page ___)
c. The struggles that the characters face in A Raisin in the Sun are unique to African
women.
American
Evidence from A Raisin in the Sun:
_____________________________________________________________________________________
___________________________________________ (page ___)
What are you going to say about the poem as you construct your argument?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What is the counterclaim to your argument?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
66
Activity
Developing and Supporting a Claim Using Differing Texts of Helena’s Monologue from A Midsummer
Night’s Dream
Directions: The version on the left is Helena’s monologue from A Midsummer Night’s Dream in Shakespeare’s
original language. The version on the right is a contemporary English translation published by No Fear Shakespeare, a
line of books published by SparkNotes.
Carefully consider the differences between these two versions by marking both texts.
Lo,
she is
inisone
on
this
of this
too!confederacy!
Nowwhen
I see that
all three
Q:She’s
What
more
important
reading:
the reader’s understanding or the author’s intention?
Now
of them
I perceive
have gotten
they have
together
conjoin’d
to play
allthis
three
Tocruel
fashion
trickthis
on false
me. sport, in spite of me. –
Injurious
Hurtful Hermia!
Hermia, you
Most
ungrateful
ungrateful
girl,
maid!
have
Have
you you
conspired
conspir’d,
withhave
theseyou
twowith
to provoke
these contriv’d
me
Towith
baitthis
me horrible
with thisteasing?
foul derision?
Is Have
all theyou
counsel
forgotten
that we
all the
twotalks
havewe’ve
shared,
had
The
together,
sisters’the
vows,
vows
thewe
hours
madethat
to we
be like
havesisters
spent
When
to one
weanother,
have chid
all the hasty-footed
hours we spent
time
For
together,
parting wishing
us – O, is
that
allwe
forgot?
never had to say
All
goodbye—have
schooldays’ friendship,
you forgotten?
childhood
Our innocence?
We,
friendship
Hermia,inlike
ourtwo
schooldays,
artificial gods,
our childhood
Have
innocence?
with our needles created both one flower,
Both
We on
used
onetosampler,
sit together
sitting
andon
sew
one
one
cushion,
flower
Both
withwarbling
our two of
needles,
one song,
sewing
bothitinonone
onekey,
piece
Asofifcloth,
our hands,
sittingour
on sides,
the same
voices,
cushion,
and minds
singing
Had
onebeen
songincorporate.
in the same So
key,weasgrew
if ourtogether
hands,
Like
ourto
sides,
a double
our voices
cherry,and
seeming
our minds
parted,
were
But
stuck
yet together.
an union in partition,
Two
Welovely
grew together
berries molded
like twin
oncherries—which
one stem;
Soseemed
with two
to be
seeming
separate
bodies
but were
but one
alsoheart,
Two
together—two
of the first, like
lovely
coats
cherries
of heraldry,
on one stem.
Due
Webut
seemed
to one,
toand
havecrowned
two separate
with one
bodies,
crest.but
And
we will
had you
one rent
heart.our
Doancient
you want
lovetoasunder,
destroy
Toour
join
oldwith
friendship
men in by
scorning
joiningyour
these
poor
menfriend?
to
It insult
is not your
friendly;
poor‘tis
friend?
not maidenly.
It’s not friendly, and
Our
it’ssex,
not as
ladylike.
well asAll
I, may
women
chidewould
you for
be it,
angry
Though
with you
I alone
for doing
do feel
it, the
even
injury.
though(III,
I’mii the
197 – 224)
only one who’s hurt by it.
67
Argument Writing Grade 9 68
Choose from the following claims by picking the one that is most clearly supported by the differences you found
between the versions.
a. Teachers should supply students with a modern translation of Shakespeare’s A Midsummer
Night’s Dream because a reader’s understanding is more important than the author’s
intentions.
b. Teachers should present students with the original text of A Midsummer Night’s Dream to
maintain the author’s message.
c. Both contemporary translations and original versions of historical works should be available
to students so that they can enjoy the beauty of the original language while understanding the
story being told.
Brainstorm: What works have you read in school that were originally written in a different language or style?
You may include works read in English classes and in Social Studies classes.
Support your claim:
Difference/similarity
from monologue
Interpretation that supports your claim
Example/experience from another reading
Interpretation that supports your claim
68