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Writing an Argument English 9. Everything’s an Argument  Oh8I Oh8I 

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Presentation on theme: "Writing an Argument English 9. Everything’s an Argument  Oh8I Oh8I "— Presentation transcript:

1 Writing an Argument English 9

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3 Everything’s an Argument  Oh8I Oh8I  iNPPUc iNPPUc  DxGk DxGk  Note the similarities and differences between these videos.

4 It’s all about the Argument.  What is an Argument?  In academic writing, an argument is usually a main idea, often called a claim or thesis statement backed up with evidence that supports the idea.  Make a claim. Detail the reasoning and evidence that have led you to believe your claim is true.  If your paper doesn’t have a main point, then you cannot be arguing for anything!

5 What am I looking for?  Proof that you understand the material  A demonstration of your ability to use or apply the material in ways that go beyond what you have read or heard.

6 Where have we been? Reflection  Think back to the beginning of the semester. Who did you write about for your personal influence essay?  Throughout our short stories:  “The Most Dangerous Game”  “A Sound of Thunder”  “Harrison Bergeron”  “Cinderella” Where do you see the power of influence in these stories?

7 You’re the Expert!  What makes you an expert on this topic?  1. Your personal experience  2. Your knowledge of the short stories read in class!

8 The Prompt  Having read a number of short stories, think about the many ways human influence each other. Think about ways in which you have influenced someone else or they have influenced you. Write an essay in which you answer the question:  “What is the most effective way to influence another person?”  Be sure you use both literary and personal examples to support your claim.

9 Attention Getter: Your first sentence (or more) that will grab the reader’s attention and provide context for the essay.  Every paper needs an exciting, thought provoking, KaPOW introduction.  You have to ask yourself: How will I hook my readers?  Possible Starting Points: 1. Share thought-provoking details about the subject 2. Ask your reader a challenging question 3. Begin with an informative quotation 4. Provide a DRAMATIC, eye-opening statement 5. Tell an engaging story

10 Claim Statement (Thesis)  (After a brief introduction of your topic….)  A statement that declares your point of view on the topic directly and often in one (or two) sentence(s).  The claim statement serves as a summary of the argument you will make in the rest of the paper.

11 Claim Statement  Tells the reader how you will interpret the significance of the subject matter  Road map for the paper (tells reader what to expect)  Directly answers the question asked of you (what is the most effective way to influence another person?)  Makes a claim that others might dispute  Usually a single sentence somewhere in your first paragraph that presents your argument to the reader.

12 Dance-Is-A-Sport Example:  Football players aren’t the only athletes who run stadium stairs at Memorial Stadium. At six in the morning, I would tighten my shoelaces, take a deep breath, and begin sprinting up those mountainous stairs. Dripping with sweat and muscles knotted, I would run until the coach said to stop. Many people have a skewed sense of who dancers really are. Dancers are athletes. We spend countless hours in conditioning and preparation, compete against other athletes, and contain high levels of strength and endurance.  What is my attention getter?  Where is the claim/thesis statement?

13 DSW In academic writing, what is an argument?

14 The Skeleton Paragraph 1: Grab the readers attention, Create a topic sentence to set up your paper. Paragraphs 2,3,4: Based on your topic sentence, the body of your paper will go into detail on your three main points. Use evidence to back up your reasons/claims. Paragraph 5: Closure. Go back to your topic sentence.

15 Introduction  Sick days were uncontrollable for a student with severe allergies and asthma, especially when you have a fear of blowing your nose in front of your classmates. Though the perfect attendance award was unachievable for me, I still value the benefit of daily attendance at school. For teenagers, going to school creates a routine for responsibility, it allows students to meet influential mentors, and helps students get involved in their community.

16 Closure  A disgusting cough and runny nose may have kept me home from school on occasion, but it didn’t stop me from going to school. Through my experiences, I was able to reap the benefits school had to offer. It enhanced my responsibility, encouraged me to meet influential mentors, and increased my community involvement.


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