Daily Warm-up: What points would you make if you were presenting an argument against the uniforms to Ms. Rains and Ms. Roach? Homework: Reading Plus due Sunday at 11:59. Interview Narrative due tomorrow at 11:59. Study for Lesson 6 and 7 Quiz tomorrow. English I Honors—September 10, 2015

Unit 1 EA2— Writing an Argumentative Essay Your assignment is to write an essay of argumentation about the value of a college education. Your essay must be organized as an argument in which you assert a precise claim, support it with reasons and evidence, and acknowledge and refute counterclaims.

Unit 1 EA2— Writing an Argumentative Essay Skills and Knowledge: Write a well-developed introduction with appropriate background, a clear explanation of the issue, a claim, and a thesis. Present body paragraphs that strongly support the central claim with relevant details. Summarize counterclaims and clearly refute them with relevant reasoning and evidence. Conclude by clearly summarizing the main points and providing logical suggestions. Follow a clear organizational structure with a logical progression of ideas and effective transitions that move the reader through the text. Integrate credible source material into the text (with accurate citations) smoothly. Use a formal writing style and correct spelling, with excellent command of standard English conventions.

Argument – a form of writing that presents a particular opinion or idea and supports it with evidence. ❖ Criteria for a valid written argument: ❖ The central claim must be debatable ❖ The claim must be supported by evidence ❖ The writer must address the opposition by acknowledging counterclaims and the evidence supporting them

Introduction and Claim: an opening that grabs the reader’s attention (hook) while informing the reader of the claim, which is a clear straightforward statement of the writer’s belief about the topic of the argument. Supporting Paragraphs: the reasons offered in support of a claim, supported by different types of evidence. Building Blocks of an Effective Argument

Concession and/or Refutation: restatements of valid counterclaims made by the opposing side (concessions) or the writer’s arguments against those opposing viewpoints (refutations), explaining why the writer’s position is more valid. Conclusion/Call to Action: closing statements restating the major arguments in defense of a thesis (the claim) with a final challenge to the reader to take action. Building Blocks of an Effective Argument

3 Major Purposes for an Argument: ❖ To change a reader’s or listener’s point of view ❖ To ask the reader or listener to take action ❖ To gain acceptance for the writer’s ideas about a problem or issue

For Embedded Assessment 1, you wrote an interview narrative about a person who had attended college. Discuss: What did you learn about the benefits of a post-secondary education from your interviewee? What claims did your interviewee make? Write 3-5 benefits after you’ve discussed with your classmates.

Rhetorical Triangle pathos – emotional appeal; stirs strong feelings within the audience logos – logical appeal; constructs a message of a well-reasoned argument ethos – ethical appeal; establishes credibility and authority of speaker

Five Ways Ed Pays

As we watch the first time, take note of the features of the video that are designed to appeal to viewers. As we watch it the second time, fill out your chart with evidence from the video.

Five Ways Ed Pays Notice the features of the video that are designed to appeal to viewers: the colors, music, voice-overs, and quick cuts. Which reason do you find most persuasive? Why? Which reason do you find least persuasive? Why? Are sources documented for any of the claims? Are counter arguments examined or ignored? Is the cause and effect relationship between a college education and being more likely to enjoy the five stated benefits ever directly supported? What other explanations might exist for the outcomes covered by the video?

Five Ways Ed Pays Identify the following elements - Hook: Claim: Call to Action: