1. BELL RINGER: In your journals answer the following question and be prepared to discuss answers as a class: What are the top 3 things needed to guarantee winning any verbal argument? Also, please take out your imagery worksheet (HOMEWORK) – make sure name and period is on it as pass it forward.

2. SO YOU THINK YOU CAN All About Writing An Argument ARGUE

3. WHAT IS AN ARGUMENT?

4. It’s just… PERSUASIVE WRITING, right?

5. WRONG!! Persuasive writing is based on an emotional appeal and the credibility of the writer. Argument writing is based on logic and reasoning.

6. An argument is a claim that someone believes should or should not be true. An argument is a claim that someone believes should or should not be true. Kids should be in school Monday through Saturday!

7. What is a claim? An argument that is the main idea or thesis: what you’re arguing about! Your claim should be an answer to the question: “What is the theme of the poem? Your claim should also include a few parts: The title of the poem Poet’s name The literary device most used What the theme actually is A claim should not have the words “I think” or “my opinion” as part of the sentence. C LAIMS

8. The structure of your claim is as follows: Through the use of _______(literary device)___________________, (insert poet’s name here) creates the theme of_____ (theme)____ in his/her poem, ___(“Title of Poem)___.” The first blank is where you put what literary device you will analyze and how it was used. The second blank where you will list your theme. Try to keep it to one or two words. Your reasoning section will expand upon this. The last blank is for the title of your poem Remember that title are put in quotation marks. C LAIMS

9. THE ROAD NOT TAKEN BY R OBERT F ROST (1874-1963) T wo roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same,

10. THE ROAD NOT TAKEN BY R OBERT F ROST (1874-1963) And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I-- I took the one less traveled by, And that has made all the difference.

11. Analysis of “Road Not Taken”

17. B REAKDOWN OF ANALYSIS

20. W HAT ’ S N EXT … 1. Read poem over again 2. Determine what literary device (metaphor, simile, imagery, symbolism, repetition, etc.) is emphasized the most. 3. Determine theme: Remember it should be stated in 1-2 words. 4. Create your claim using the formula given: Through the use of _______(literary device)___________________, (insert poet’s name here) creates the theme of_____ (theme)____ in his/her poem, ___(“Title of Poem)___.”

21. T wo roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I-- I took the one less traveled by, And that has made all the difference.

22. T wo roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I-- I took the one less traveled by, And that has made all the difference.

23. Now let’s write the claim: Step 2: Find the literary or poetic device that poet emphasized the most Metaphor of two roads diverging Step 3: Clarify theme Decision Step 4: Put it all together using the formula Through the use of _______(literary device)___________________, (insert poet’s name here) creates the theme of_____ (theme)____ in his/her poem, ___(“Title of Poem)___.” Through the use of metaphor, Robert Frost creates the theme of decision in his poem, “The Road Not Taken.”

26. ELA Argument Claim- An assertion or conclusion that answers the original question. Evidence- Data from the text that support the claim. The data need to be appropriate & sufficient to support the claim. Reasoning – A justification that links the claim & evidence. The reasoning shows why the data count as evidence to support the claim by applying an appropriate ELA framework or established criteria and clearly explaining how the evidence fits the framework or meets the criteria. Scientific Argument Claim- An assertion or conclusion that answers the original question. Evidence- Scientific data that support the claim. The data need to be appropriate & sufficient to support the claim. Reasoning – A justification that links the claim & evidence & shows why the data count as evidence to support the claim by using the appropriate scientific principles & theories of a conceptual framework.

27. E LEMENTS OF A RGUMENT Claim Evidence: relevant and verifiable Warrant: explanation of how the evidence supports the claim; often common sense rules, laws, scientific principles or research, and well-considered definitions. Backing: support for the warrant (often extended definitions) Qualifications and Counter-arguments: acknowledgement of differing claims

28. H OW CAN ARGUMENT WRITING SUPPORT THE USE OF T3C’ S 1. TOPIC Sentence (debatable claim) 2. Concrete evidence (x3) statistics data experimental results textual evidence 3. CommentaryUnit of Justification Reasoning 4. Conclusion

29. T HE C LAIM OR T HESIS S TATEMENT …is the most important sentence in your paper …is an assertion …answers the question: “ What am I trying to prove? ”...brings focus to the entire essay …lets the reader know the main idea of the paper …is not a factual statement or an announcement of purpose, but a claim that has to be proven throughout the paper.

30. E XAMPLE : W HICH IS A THESIS STATEMENT ? Parents, often too busy to watch television shows with their families, can monitor their children’s viewing habits with the aid of the V-chip. To help parents monitor their children’s viewing habits, the V-chip should be a required feature for television sets sold in the U.S. This paper will describe a V-chip and examine the uses of the V-chip in American-made television sets.

31. T YPES OF C LAIMS Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact. Claims of cause and effect: These claims argue that one person, thing, or event caused another thing or event to occur.

32. T YPES OF C LAIMS Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem Claims about value: These are claims made of what something is worth, whether we value it or not, how we would rate or categorize something.

33. A STUDENT READ “DREAMS” AND “DREAM DEFERRED” BY LANGSTON HUGHES, AND HE GENERATED THIS CLAIM. Langston Hughes uses metaphors to illustrate how having to postpone ones wishes or desires can lead to destruction. Is this a Claim?

34. M URDER M YSTERY

35. I NSTRUCTIONS Each of the pieces of paper I am holding contain one clue that will help you solve a murder mystery. If you put all the facts together, you will be able to solve the mystery. You must find the murderer, the weapon, the time of the murder, the place of the murder, and the motive. Anytime you think you know the answers and the group agrees on the guess, you may tell me. I will only tell you whether all five answers are right or wrong. If part of your answers are incorrect, I will not tell you which answers are wrong.

36. Q UESTIONS TO ANSWER Who was the murderer? What was the weapon used? When was the time of the murder? Where was the place of the murder? What was the motive?

37. Want to know the solution?

38. S OLUTION After receiving a superficial gunshot wound from Mr. Jones, Mr. Kelley went to Mr. Scott’s apartment where he was killed by Mr. Scott with a knife at 12:30 a.m. because Mr. Scott was in love with Mr. Kelley’s wife.

39. P ROBLEM S OLVING ANSWER THE FOLLOWING IN YOUR JOURNAL: - How did you solve this problem? - What methods did your group use? - Did you have any one in your group that was the leader or anyone that took over? - Did you have people who did nothing? - What do you think you could have done better? - How does this relate to solving other problems you might have?

40. Concrete evidence from Reading… Strong Evidence should be: Unified Specific Accurate Adequate Relevant Representative From a source…..

41. A PPROPRIATE E VIDENCE Current events (local, municipal, state, national, global) Historical events Literature (and other academic texts) Analogies and hypotheticals Personal anecdotes (if appropriate to the prompt)

42. A claim by itself is not enough. You have to convince people why your claim is true. You do this by using warrants and backing.

43. “I NEED BACKUP!” A main argument--or claim--all by itself is not very strong. Warrants explain how the evidence supports the claim. Backing supports the warrants.

44. Claim: Kids should not have to go to school on Saturdays. Kids should not have to go to school on Saturdays. Warrants: Most working parents have weekends off, and students need to be with their families. Most working parents have weekends off, and students need to be with their families. Backing: Students spend 36 hours a week at school. Students spend 12 hours a week with their parents. Some students have jobs. Some students have jobs. Backing: 86% of 11 th and 12 th graders work on the weekends. Students need time for other activities. Backing: Only 12% of students aren’t involved in extracurricular activities. On average, students spend 22 hours a week on extracurricular activities.

45. Arguments should also include rebuttals or reasons why the counter arguments are wrong Kids should not have to go to school on Saturdays.

46. Question being answered EvidenceClaim Warrant BackingRebuttals

47. Argument Reasoning 47 Claim Warrant Backing Warrant Backing Warrant Backing Counterclai m Warrant Rebuttal Warrant Rebutatl Warrant Rebuttal

48. M AKING A C LAIM Think about how a teenage driver might convince his/her parents to loan the family car. Some tactics might include: Present examples of trustworthiness from the past Instill feelings of guilt Whine Present statistics on teen driving to demonstrate a sense of responsibility. Based on an example from: http://www.unc.edu/depts/wcweb/handouts/argument.htmlhttp://www.unc.edu/depts/wcweb/handouts/argument.html

49. E VIDENCE Information that supports a claim or counterclaim (ex. facts, figures, examples) I should be allowed to drive the car! I probably should not be allowed to drive the car! Concluding Statement I passed the driving test the first time. (I know the rules.) Driving record I have never gotten a ticket. (I follow the rules.) Driving record I have not lost my cell phone, wallet, or debit card. (I am responsible.) Personal communication Traffic accidents are a leading cause of death for teenagers. (They don’t pay attention as well) NHTSA No previous experience with being responsible for something this potentially dangerous or expensive. Personal communication Reasoning

50. 8/10/2011 50 C ONCLUDING S TATEMENT Reasoning Point out strengths and limitations of both claim and counterclaim I should be allowed to drive the family car as I have demonstrated responsibility, fulfilled the legal requirements, and have maintained control of my driving. Even though it is true that traffic accidents are a leading killer of teenagers, it is obvious since not all teenagers have accidents that there are many safe teenage drivers. In previous circumstances, when I have been given the opportunity to be responsible, I have demonstrated this attribute so a lack of experience is not a strong counterclaim. Reasoning Clarify relationships between claim and reasons, reasons and evidence, and claim and counterclaim. Claim Warrant Backing Warrant Backing Warrant Backing

51. F OR Y OU TO D O ! Within your groups, identify the two poetic and/or literary devices your poet most uses to identify the theme. Write, in your journals, your 2 claims using the format given today. One for each device Find 2 pieces of evidence that support each claim (4 total) Share examples with your partner.