Argument Writing Argument is not “wrangling” but “a serious and focused conversation among people who are intensely interested in getting to the bottom of things cooperatively.” Williams, J. M. and McEnerney, L. Writing in College: A Short Guide to College Writing. (n.d.)

An argument is a claim that must be supported by evidence What is an argument? An argument is a claim that must be supported by evidence Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about.

Persuasion vs Argument — Differences Attempts to convince the reader to accept a thesis as truth. Appeals to the credibility, character, or authority of the writer (ethos). Is often grounded more in feelings (pathos) than in facts. Is often associated with speeches and frequently requires listeners/ readers to take some sort of action to remediate an issue. Argument Attempts to convince the reader to accept a claim as truth. Focuses on evidence (logos). Is grounded more in facts, data, and logic. Requires critical reading of the text(s); may include evidence from other sources. Addresses counterclaims in order to present a complete argument. For this frame, provided more depth explanation needed to differentiate persuasion and argument as necessary.

What is the difference between persuading someone to give blood and claiming that giving blood is important?

Persuasion vs Argument — Differences Thesis: Everyone should give blood Ethos: “The American Red Cross is the nation’s premier emergency response organization” (redcross.org) Pathos: Caring for others who are ill by donating blood indicates one’s love for mankind. Action: Give blood today. Argument Giving blood to save lives is just as important as giving money to save lives. Logos: “One pint of blood can save up to three lives” (americasblood.org) Is grounded more in logic: “Giving blood is charity, just like giving money to the poor. Both acts save lives” (Gefori, 2007). Requires critical reading of the text(s):analyze the significance of opposing claims (evaluate quality of source) Addresses counterclaims: “More than 4,000 people were affected by contaminate blood the 1970s and 80s” (bbc.co.uk/news)

What Makes an Effective Claim? Takes a clear position Is debatable – people could reasonably have different opinions on the issue Is narrow enough to be fully discussed within the requirements of the assignment

Types of Claims Claims of cause and effect Argues that one person, thing, or event caused something else to occur Claims of definition or fact Argues what a definition is or if something accepted as a “fact” is really so Claims about values Argues the worth of something and whether we value it or not Claims about solutions or policies Argues for or against specific approaches to problems

Sample Claims Text: Romeo and Juliet Claim: Romeo is more capable of falling in “lust” than falling in “love”. (Ex. claim of definition or fact because it requires a definition of both terms and considers to what degree they describe a character). Text: The Odyssey Claim: Odysseus’s affairs while he is lost at sea are justified because the alliances he builds with Circe and Calypso help him to return to his wife. (Ex. claim about solutions or policy because it argues for the character’s behavior to be considered acceptable)

Sample Claims Text: Flowers for Algernon Claim: Charlie would have been happier if he had not participated in the treatment program. (Ex. claims about values because it considers the worth of the event to the character) Text: Beowulf Claim: Beowulf causes more destruction and chaos than he alleviates. (Ex. claim of cause and effect because it attributes blame)

Why Address Counterclaims? Acknowledging counterclaims -- Enhances the writer’s credibility and thoroughness Recognizes that the reader may have a different point of view “Conceding that the opposing point is valid and then building upon it to further one’s own claim allows a writer to make the audience feel appreciated without giving up her or his own position.” http://www.winthrop.edu/wcenter/wcenter/toulmin.htm

Basic Organizational Pattern Introduction Present the claim – a debatable statement Body Present evidence to support the claim Cite credible sources Make a connection between the evidence and the claim Present counterclaim(s) Make a connection between the evidence and the counterclaim Conclusion Provide a concluding statement or section that follows from and supports the argument presented

Choices for sharing your ideas… 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…. 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…. 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 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 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. Also can share 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….

Argument Beyond the Classroom The proper context for thinking about argument is one in which the goal is not victory but a good decision, all arguers are at risk of needing to alter their views, a participant takes seriously and fairly the views different from his or her own. Such capacities are broadly important for the literate, educated person living in the diverse, information-rich environment of the twenty –first century. Fulkerson, Richard. Teaching the Argument in Writing. 1996, 16-17.

Links to the Common Core Common Core English Language Arts Standards http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf Appendix A: Research supporting key elements of the standards http://www.corestandards.org/assets/Appendix_A.pdf Appendix B: Text exemplars and sample performance tasks http://www.corestandards.org/assets/Appendix_B.pdf Appendix C: Samples of student writing http://www.corestandards.org/assets/Appendix_C.pdf