HIGH SCHOOL ARGUMENTATION
9-10 Band
&
11-12 Band
ENGLISH LANGUAGE ARTS STANDARDS
READING: INFORMATIONAL TEXT GRADE 910


Cite strong and thorough textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text.
Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning
is valid and the evidence is relevant and
sufficient; identify false statements and fallacious
reasoning.
ENGLISH LANGUAGE ARTS STANDARDS
WRITING GRADE 9-10



Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Conduct short as well as more sustained research
projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each
source in answering the research question; integrate
information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and following a
standard format for citation.
ARGUMENT TERMS
LOGOS, PATHOS, & ETHOS…OH MY!
The goal of argumentative
writing is to persuade your
audience that your ideas are
valid, or more valid than
someone else's.
The Greek philosopher Aristotle
divided the means of persuasion,
appeals, into three categories-Ethos, Pathos, Logos.
LOGOS
Logos (Logical):
means persuading by the use of reasoning.
Use of Facts
Use of Statistics
Use of Evidence
Use of Numbers
The Message
Example:
A Snickers bar has 280
calories and 30 grams of
sugar; That’s not very
healthy.
PATHOS
Pathos (Emotional):
means persuading by appealing to the reader's emotions.
Getting people to FEEL:
* happy
* sad
* angry
ETHOS
Ethos (Credibility), or ethical appeal:
means convincing by the credibility of the author.
Key words:
Trust
Respect
Honesty
Record
Truth
Believe
RHETORICAL QUESTION
• It is not answered by the writer,
• Its answer is obvious or obviously desired
• It is used for effect & emphasis
"Can I ask a rhetorical question? Well, can
I?"
(Ambrose Bierce)
For if we lose the ability to perceive our faults,
what is the good of living on?
--Marcus Aurelius
PREGNANT PAUSE…
A pause that gives the impression
that it will be followed by
something significant.
John took the microphone and asked
Sarah to marry him. There was a pregnant
pause while he, and the 3000-strong
audience, waited for an answer.
AUDIENCE
the assembled spectators or listeners at a
public event, such as a play, movie,
concert, or meeting.
ARGUMENT
a reason or set of reasons given with the
aim of persuading others that an action
or idea is right or wrong
COUNTER
ARGUMENT
an argument or set of reasons put
forward to oppose an idea or theory
developed in another argument.
CLAIM
an assertion of the truth of something,
typically one that is disputed or in doubt.
EVIDENCE
the available body of facts or information
indicating whether a belief or proposition
is true or valid.
WE ARE MARSHALL
For those of you who may not know, this is the final
resting place for six members of the 1970 Thundering
Herd. The plane crash that took their lives was so
severe, so absolute, that their bodies were unable to be
identified. So they were buried here. Together. Six
players. Six teammates. Six Sons of Marshall. This is
our past, gentlemen. This is where we have been. This
is how we got here. This is who we are. Today, I want
to talk about our opponent this afternoon. They're
bigger, faster, stronger, more experienced and on
paper, they're just better. And they know it too. But I
want to tell you something that they don't know. They
don't know your heart. I do. I've seen it. You have
shown it to me. You have shown this coaching staff,
your teammates. You have shown yourselves just
exactly who you are in here.
When you take that field today, you've got to lay that
heart on the line, men. From the souls of your feet, with
every ounce of blood you've got in your body, lay it on
the line until the final whistle blows. And if you do
Identify &
Label:
1)
2)
3)
4)
Logos
Pathos
Ethos
Pregnant
Pause
5) Rhetorical
Question
6) Parallelism
7) Claim
8) Evidence
WE ARE MARSHALL
For those of you who may not know, this is the final
resting place for six members of the 1970 Thundering
Herd. The plane crash that took their lives was so
severe, so absolute, that their bodies were unable to be
identified. So they were buried here. Together. Six
players. Six teammates. Six Sons of Marshall. This is
our past, gentlemen. This is where we have been. This
is how we got here. This is who we are. Today, I want
to talk about our opponent this afternoon. They're
bigger, faster, stronger, more experienced and on
paper, they're just better. And they know it too. But I
want to tell you something that they don't know. They
don't know your heart. I do. I've seen it. You have
shown it to me. You have shown this coaching staff,
your teammates. You have shown yourselves just
exactly who you are in here.
When you take that field today, you've got to lay that
heart on the line, men. From the souls of your feet, with
every ounce of blood you've got in your body, lay it on
the line until the final whistle blows. And if you do
Identify &
Label:
1)
2)
3)
4)
Logos
Pathos
Ethos
Pregnant
Pause
5) Rhetorical
Question
6) Parallelism
7) Claim
8) Evidence
MIRACLE
Great moments are born from great opportunity.
And that's what you have here tonight, boys.
That's what you've earned here, tonight.
One game.
If we played 'em ten times, they might win nine.
But not this game. Not tonight.
Tonight, we skate with 'em.
Tonight, we stay with 'em, and we shut them down
because we can!
Tonight, we are the greatest hockey team in the
world.
You were born to be hockey players -- every one of
ya.
And you were meant to be here tonight.
This is your time.
Their time -- is done. It's over.
I'm sick and tired of hearin' about what a great
hockey team the Soviets have.
Screw 'em!
This is your time!!
Identify &
Label:
1)
2)
3)
4)
Logos
Pathos
Ethos
Pregnant
Pause
5) Rhetorical
Question
6) Parallelism
7) Claim
8) Evidence
MIRACLE
Great moments are born from great opportunity.
And that's what you have here tonight, boys.
That's what you've earned here, tonight.
One game.
If we played 'em ten times, they might win nine.
But not this game. Not tonight.
Tonight, we skate with 'em.
Tonight, we stay with 'em, and we shut them down
because we can!
Tonight, we are the greatest hockey team in the
world.
You were born to be hockey players -- every one of
ya.
And you were meant to be here tonight.
This is your time.
Their time -- is done. It's over.
I'm sick and tired of hearin' about what a great
hockey team the Soviets have.
Screw 'em!
This is your time!!
Identify &
Label:
1)
2)
3)
4)
Logos
Pathos
Ethos
Pregnant
Pause
5) Rhetorical
Question
6) Parallelism
7) Claim
8) Evidence
GEORGE W. BUSH: 9/11 ADDRESS
Good evening.
Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and
deadly terrorist acts. The victims were in airplanes or in their offices: secretaries, business men and women,
military and federal workers, moms and dads, friends and neighbors. Thousands of lives were suddenly ended by
evil, despicable acts of terror. The pictures of airplanes flying into buildings, fires burning, huge -- huge
structures collapsing have filled us with disbelief, terrible sadness, and a quiet, unyielding anger. These acts of
mass murder were intended to frighten our nation into chaos and retreat. But they have failed. Our country is
strong.
A great people has been moved to defend a great nation. Terrorist attacks can shake the foundations of our
biggest buildings, but they cannot touch the foundation of America. These acts shatter steel, but they cannot
dent the steel of American resolve. America was targeted for attack because we're the brightest beacon for
freedom and opportunity in the world. And no one will keep that light from shining. Today, our nation saw evil -the very worst of human nature -- and we responded with the best of America. With the daring of our rescue
workers, with the caring for strangers and neighbors who came to give blood and help in any way they could.
Immediately following the first attack, I implemented our government's emergency response plans. Our military
is powerful, and it's prepared. Our emergency teams are working in New York City and Washington D.C. to help
with local rescue efforts. Our first priority is to get help to those who have been injured, and to take every
precaution to protect our citizens at home and around the world from further attacks. The functions of our
government continue without interruption. Federal agencies in Washington which had to be evacuated today are
reopening for essential personnel tonight and will be open for business tomorrow. Our financial institutions
remain strong, and the American economy will be open for business as well.
The search is underway for those who were behind these evil acts. I have directed the full resources of our
intelligence and law enforcement communities to find those responsible and to bring them to justice. We will
make no distinction between the terrorists who committed these acts and those who harbor them.
I appreciate so very much the members of Congress who have joined me in strongly condemning these attacks.
And on behalf of the American people, I thank the many world leaders who have called to offer their condolences
and assistance. America and our friends and allies join with all those who want peace and security in the world,
and we stand together to win the war against terrorism.
Tonight, I ask for your prayers for all those who grieve, for the children whose worlds have been shattered, for
all whose sense of safety and security has been threatened. And I pray they will be comforted by a Power
greater than any of us, spoken through the ages in Psalm 23:
Even though I walk through the valley of the shadow of death, I fear no evil for you are with me.
This is a day when all Americans from every walk of life unite in our resolve for justice and peace. America has
stood down enemies before, and we will do so this time. None of us will ever forget this day, yet we go forward
to defend freedom and all that is good and just in our world.
Thank you. Good night. And God bless America.
Identify & Label:
1)
Logos (door)
2)
Pathos (middle)
3)
Pregnant Pause
(Back row)
4)
Parallelism
(window)
5) Claim
6) Evidence
ARGUMENTS IN YOUR MAILBOX
ANALYZING AN ACADEMIC ARGUMENT
1)
First Read “Rice Paddies and Math Test”
(excerpt from Outliers, Malcolm Gladwell)
A. Index each paragraph
B. Look over the organization
Second Read:
A. What is the argument? Find and circle the claim.
B. How is the argument supported? Highlight the
evidence.
2)
ACT PROMPT
ACT WRITING PROMPT
In some high schools, many teachers and parents have encouraged
the school to adopt guidelines for what students can wear in the
school building. Some teachers and parents support a dress
code because they think it will improve the learning
environment in the school. Other teachers and parents do
not support a dress code because they think it restricts the
individual student’s freedom of expression. In your
opinion, should high schools adopt dress codes for
students?
In your essay, take a position on this question. You may write
about either one of the two points or view given, or you may
present a different point of view on the question. Use specific
reasons and examples to support your
1)
What is the prompt asking us to do? Highlight this!
position.
2) What are the “opposing views”? Label these as Arg 1 and Arg 2
3) Decide what side you want to take.
SAMPLE ESSAYS FOR BOTH POSITIONS
Model process
A. Read aloud Article #1
B. Highlight in PINK the article’s POSITION/
CLAIM statement
C. Highlight in YELLOW supporting
EVIDENCE


Repeat process over independently w/second article

Fill out chart
ACT WRITING PROMPT
1)
“T” Chart
2) YOUR Position statement
In some high schools, many teachers and
parents have encouraged the school to adopt
guidelines for what students can wear in
the school building. Some teachers and
parents support a dress code because
they think it will improve the learning
environment in the school. Other
teachers and parents do not support a
dress code because they think it
restricts the individual student’s
freedom of expression. In your
opinion, should high schools adopt
dress codes for students?
CREATING YOUR INTRODUCTORY PARAGRAPH:
1)
Restate the prompt
2)
Acknowledge both sides
of the argument
3) YOUR Position statement
In some high schools, many
teachers and parents have
encouraged the school to adopt
guidelines for what students can
wear in the school building. Some
teachers and parents support a
dress code because they think it
will improve the learning
environment in the school. Other
teachers and parents do not
support a dress code because they
think it restricts the individual
student’s freedom of expression. In
your opinion, should high schools
High schools across the country
have considered adopting dress
codes for their students. Some
believe that dress codes will
improve student learning while
others think that dress codes
would limit students’ freedom of
expression. In my opinion, high
schools SHOULD NOT require
dress codes for students because
_______________________,
_________________, and
___________________.
CITING EVIDENCE


Topic: Gun Control
Following the horrific news events involving
victims of gun violence, states are debating
amending current gun laws, limiting a person’s
access to the weapon. Some people see this as an
intrusion into their constitutional right to bear
arms and feel that gun laws are only aiding the
criminals, not protecting the victims. Others see
amending and fortifying gun control laws as a
necessary step to prevent future violent acts and
protect innocent people. In your opinion, should
gun control laws be strengthened to limit an
individual’s access to guns?
SEE GRID
Say it
Claim:
Explain it
Give Examples and Evidence
1.
2.
Reason 1:
1.
2.
Reason 2:
1.
2.
Reason 3:
1.
2.
Counter Claim:
1.
2.
VISUAL ARGUMENTS
ENGLISH LANGUAGE ARTS STANDARDS
READING: INFORMATIONAL TEXT GRADE
11-12
Cite strong and thorough textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text,
including determining where the text leaves
matters uncertain.
 Delineate and evaluate the reasoning in seminal
U.S. texts, including the application of
constitutional principles and use of legal
reasoning (e.g., in U.S. Supreme Court majority
opinions and dissents) and the premises,
purposes, and arguments in works of public
advocacy (e.g., The Federalist, presidential
addresses).

ENGLISH LANGUAGE ARTS STANDARDS
WRITING GRADE 11-12



Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Conduct short as well as more sustained research
projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose,
and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and
following a standard format for citation.
ARGUMENT TERMS
10 TERMS TO KNOW
1) Argument:
2) Claim:
A process of reasoned inquiry &
rational discourse seeking common
ground
AKA assertion or proposition; states
the argument’s main idea or position;
has to be arguable
3) Claim of fact
Asserts that something is true or not
true
4) Claim of Value Argues that something is good or bad,
right or wrong
5) Claim of Policy
Proposes a change
10 TERMS TO KNOW
6) Closed thesis
7) Open thesis
Statement of the main ideas of an
argument that also previews the major
points the writer intends to make
Statement of the main ideas of an
argument that does not list all the points
the writer intends to cover.
8) Counterargument
thesis
9) Rogerian
Argument
10) Rebuttal
Begins with the counter and then
provides a statement of the main
ideas of an argument.
Based on the assumption that having a full
understanding of an opposing position is
essential…accommodating rather than
alienating
Possible objections
STAKING
A
CLAIM
Claim:
1) AKA assertion or proposition;
2) states the argument’s main idea or
position;
3) has to be arguable;
4) has to be stated as a complete sentence;
(if it is a single word or phrase, it’s a topic, not a claim)
5) strong claims require topic exploration
through readings, discussions, taking notes,
etc.
TOPIC: SINGLE-SEX CLASSROOMS
Of the following, which is a claim? Justify your reasoning
and prepare to discuss…
1) Many schools have single-sex classrooms
2) Single-sex classrooms have been around for years,
especially in private schools.
3) Single-sex classrooms are ineffective because they
do not prepare students for the realities of the
workplace.
STATEMENT OR CLAIM?




SUV owners should be required to pay an energy
surcharge.
Charter schools are an alternative to public
schools.
Ronald Reagan was the most charismatic
president of the 20th century.
Requiring students to wear uniforms improves
schools spirit.
STATEMENT OR CLAIM?




Students graduating from college today can
expect to have more debt than any previous
generation.
Print newspapers will not survive another
decade.
Plagiarism is a major problem in today’s schools.
People who read novels are more likely to attend
sporting events and movies than those who do
ANALYZING ACADEMIC ARGUMENT
1) First Read: from “The C Word in the Hallways” (Anna
Quindlen)
A. Read & Index
2) Second Read:
A. Identify Position/Thesis Statement
B. Highlight and label claims of fact, value, and
policy
3) Third Read:
A. Underline the evidence used & the types
LOGICAL FALLACIES
FALLACIES OF RELEVANCE
1) Logical Fallacy:
2) Red Herring:
3) Ad Hominem:
Weaknesses in an argument; failure to
make logical connections between the
claim & evidence
Using evidence that is irrelevant to
the claim…used as a measure of
avoidance
Type of red herring where the character
of the speaker is attacked (against the
man)
Compares two things that are not
comparable but have irrelevant or
inconsequential similarities
4) Faulty Analogy:
FALLACIES OF INSUFFICIENCY
1) Hasty
Generalization:
2) Circular
Reasoning:
When there is not enough evidence to
support a conclusion
Repeating a claim as a way to
provide evidence, resulting in no
evidence at all
MORE COMMON FALLACIES
1) Post Hoc Ergo
Propter Hoc:
• Latin for “after which therefore because of
which”
• Incorrect to claim that something is always
a
cause just because it happened earlier
• Correlation does not imply causation
2) Appeal to False
Authority:
• Someone who has no expertise on
an issue is cited as an authority
3) Ad Populum
•
A.K.A.
Bandwagon appeal
Evidence boils down to
“everybody’s doing it”…
LOGICAL FALLACY WALK ABOUT…
I KNOW THE PROFESSOR SAID
THAT THE BRIDGES OF
MADISON COUNTY WAS
SMARMY TRASH AND LACKED
ANY ARTISTIC WORTH.
BUT I
STILL THINK HE'S WRONG.
AFTER ALL, IT WAS ON THE
BEST-SELLER LIST FOR OVER
100 WEEKS.
BANDWAGON
MR. EQUALMINDED'S IDEA FOR
IMPLEMENTING AFFIRMATIVE ACTION IN
THE UNIVERSITY'S ADMISSION PROCESS IS
COMPLETE FOLLY. HE SAY'S HE WANTS
THE STUDENT BODY TO REPRESENT
DIVERSITY IN THE COMMUNITY. BUT
THAT'S RIDICULOUS. I SUPPOSE THIS
MEANS WE'LL HAVE TO THROW OUT OUR
ACADEMIC STANDARDS WHILE WERE AT IT.
AFTER ALL, IF WE'RE GOING TO LET
STUDENTS INTO OUR PRESTIGIOUS
INSTITUTION JUST BECAUSE OF THEIR
GENDER OR THE COLOR OF THEIR SKIN,
THEN WHAT'S GOING TO HAPPEN TO OUR
REPUTATION?
STRAW MAN
MR. A. THEIST HAS ARGUED THAT A MOMENT
OF
SILENCE IN PUBLIC SCHOOLS WOULD VIOLATE
THE SEPARATION OF CHURCH AND STATE.
HAVE YOU EVER MET THAT JERK.
BUT
HIS ATTACKS ON
RELIGION OBVIOUSLY STEM FROM THE FACT THAT
HE'S A NARROW MINDED BIGOT WHO NEVER HAD
THE INCLINATION TO PRAY FOR THE BENEFIT OF
ANYONE ELSE. IN FACT, JUST THE FACT THAT
THEIST OPPOSES THE PROPOSAL IS ENOUGH
ME TO ACCEPT IT.
MR.
FOR
AD HOMINEM
IT'S RIDICULOUS TO TALK ABOUT
MORE RESTRICTIONS ON
HANDGUNS. EVEN IF WE COULD
PASS SUCH A LAW, THERE WOULD
ALWAYS BE CRIMINALS WHO ARE
WILLING TO BREAK THE LAW.
RED HERRING
"AMERICA: LOVE IT OR LEAVE IT."
FALSE DILEMMA
A BOOK IS PORNOGRAPHIC IF AND
ONLY IF IT CONTAINS
PORNOGRAPHY
CIRCULAR REASONING
"FRED, THE AUSTRALIAN, STOLE
MY WALLET. THUS, ALL
AUSTRALIANS ARE THIEVES."
HASTY GENERALIZATION
"IMMIGRATION TO CALIFORNIA
FROM MEXICO INCREASED. SOON
AFTER, THE WELFARE ROLLS
INCREASED. THEREFORE, THE
INCREASED IMMIGRATION CAUSED
THE INCREASE IN WELFARE ROLLS."
POST HOC ERGO PROCTOR HOP
GOVERNMENT IS LIKE BUSINESS,
SO JUST AS BUSINESS MUST BE
SENSITIVE PRIMARILY TO THE
BOTTOM LINE, SO ALSO MUST
GOVERNMENT.
FALSE ANALOGY