Journal #3

What do you do or say when you are trying to win an argument? List 3-5 strategies.

ArgumentIf you are right...PROVE

IT!

Term Definition

  Bias an author’s unfair presentation of only

his/her point of view while ignoring other viewpoints

 Credibility/Authority -the ability to inspire belief or trust

-an expert who is difficult to argue with

Ethos/Ethical Appeal 

a rhetorical device that uses the audiences sense of right and wrong to

persuade

 Logos/

Logical Appeal a rhetorical device that uses the audience’s reasoning; it is unemotional

Term Definition

 Pathos/

Emotional Appeala rhetorical device that uses the audience’s emotions (fear, love,

sympathy, pride, etc. to persuade

  

Rhetoric 

writing meant to persuade

  

Bandwagon a persuasion technique that uses claims of popularity or universality

  

Testimonial  personal experience used as evidence to persuade

Term Definition

 Precision/Specificity specific language used to add strength

to an argument

  

Overgeneralizationa persuasion technique using vague reasoning or evidence; typically an

incorrect totality

 Rebuttal/

Counterargument an argument that refutes or disproves

another argument by offering a contrary position

  

Concession  

the yielding to another person’s argument; to admit that someone else

is correct

Journal #1

Okay, its time for the cliché New Year’s journal:

What is a fond memory that you have from your break?

What is something you hope to accomplish in 2014?

Journal #2

Write about an argument. Make each sentence start with the last letter of the previous sentence. (If the first sentence ends in an “e”, then the next sentence should start with an “E”.

4 Types of Argument Essay

Defend, Challenge, or Qualify

Original Argument

Argument Evaluation

Argument Analysis

Defend, Challenge, or Qualify

You are given a passage which states a strong position on an issue and gives support for that position. Then you are asked to agree or disagree with the writer’s position and provide YOUR OWN evidence in support of their position. Usually the question will suggest some areas from which the student could draw supports (e.g. “your reading, observation or experience”). The “qualify” part comes in when a student wants to say that they agree UP TO A POINT, but think the writer goes too far.

Defend, Challenge, or Qualify

Important things to remember:

1. RESTATE the author’s position so you know what you are defending or attacking

2. DON’T just restate the author’s own arguments. You only get points for developing YOUR OWN position with YOUR OWN evidence.

Defend, Challenge, or Qualify

Sample PromptIn the introduction to her book Poison Penmanship: The Gentle Art of Muckraking, investigative journalist Jessica Mitford (1917-1996) confronts accusations that she is a “muckraker.” While the term was used by United States President Theodore Roosevelt in a 1906 speech to insult journalists who had, in his opinion, gone too far in the pursuit of their stories, the term “muckraker” is now more often used to refer to one who “searches out and publicly exposes real or apparent misconduct of a prominent individual or business.” With this more current definition in mind, Mitford was ultimately happy to accept the title “Queen of the Muckrakers.”

Do you agree with Mitford’s view that it is an honor to be called a “muckraker,” or do you think that journalists who search out and expose real or apparent misconduct go too far in the pursuit of their stories? Explain your position in a well-written essay that uses specific evidence for support.

Original ArgumentYou are asked to respond to an issue or a set of facts with an argument of YOUR OWN. It makes NO difference whether you argue for or against the issue—what matters is the quality of the your own writing and validity of your proofs.

Original Argument3 different types:

1.Sometimes the prompt simply gives a quote that states an observation about life, but without any proofs.

2.Sometimes it gives a set of facts about an issue which you are expected to use in your arguments.

3.A third, really open-ended type of prompt tells you what approach to take (e.g. Rogerian) but gives no topic.

Original ArgumentIf there is a quote, you must first be sure you understand – and state--what the quote is saying! Then you have a pretty free range as to how you want to support your position. Sometimes, this type of prompt will suggest that you use history, literature or personal experience. A warning – you should try NOT to use ONLY your own personal experience to support your position. Also, you should not feel obligated to use literature; it often doesn’t fit the topic very well.

Original ArgumentIf you are given a set of facts, either in a list, a quote or a passage, try to use at least some of that information in formulating and supporting your own position. However, it IS important to bring in more supports of your own to demonstrate your own position and thinking. Students who effectively refute the given material are rewarded for that. However, many students are afraid to contradict the material on the theory that whatever appears on the test must be Gospel. There has been at least one question in which the stated position was almost untenable and readers expected students to disagree, so I encourage you, in your practice assignments, to think about reading opinions critically.

Original ArgumentA recent variation of the original argument takes a more Rogerian approach: you are asked to present both sides of an issue, either given or your choice, and then propose your own solution or compromise. For this kind of essay, you will need to adopt a point-counterpoint type of organization. You will need to present both sides of the issue more or less equally and then present your own position with support. The trap here is that it is all too easy to spend all your time presenting the two sides’ positions and leave no time for your own solution. You need to remember that doing only one of two assigned tasks will NOT get you a good score. You need to be brief in your summaries of the others’ positions so that you have enough time to develop your own ideas.

Original ArgumentSample Prompt

A weekly feature of The New York Times Magazine is a column by Randy Cohen called “The Ethicist,” in which people raise ethical questions to which Cohen provides answers. The question below is from the column that appeared on April 4, 2003.

At my high school, various clubs and organizations sponsor charity drives, asking students to bring in money, food, and clothing. Some teachers offer bonus points

on tests and final averages as incentives to participate. Some parents believe that this sends a morally wrong message, undermining the value of charity as a selfless act. Is the exchange of donations for grades O.K. ?

The practice of offering incentives for charitable acts is widespread, from school projects to fund drives by organizations such as public television stations, to federal income tax deductions for contributions to charities. In a well-written essay, develop a position on the ethics of offering incentives for charitable acts. Support your position with evidence from your reading, observation, and/or experience.