Mastering the Art of Writing Persuasive Arguments
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All About Writing
All About Writing
An Argument
An Argument
ARGUE
ARGUE
W
W
HAT
HAT
IS
IS
AN
AN
ARGUMENT
ARGUMENT
?
?
It’s just…
It’s just…
PERSUASIVE
PERSUASIVE
WRITING,
WRITING,
right?
right?
WRONG!!
Persuasive writing is based on an emotional
appeal and the credibility of the writer.
Argument writing is based on logic and reasoning.
An
An
argument
argument
is a claim that someone
is a claim that someone
believes should or should not be true.
believes should or should not be true.
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A claim by itself is not enough. You
A claim by itself is not enough. You
have to convince people why your
have to convince people why your
claim is true.
claim is true.
You do this by using
You do this by using
warrants and backing.
warrants and backing.
“I
“I
NEED
NEED
BACKUP
BACKUP
!”
!”
A main argument--or
A main argument--or
claim
claim
--all by itself
--all by itself
is not very strong.
is not very strong.
Warrants
explain how the evidence
supports the claim.
Backing
supports the warrants.
Claim:
Claim:
Kids should not have to go to school on Saturdays.
Kids should not have to go to school on Saturdays.
Warrants:
Warrants:
Most working parents have weekends off, and students need to be with
Most working parents have weekends off, and students need to be with
their families.
their families.
Backing
Backing
: Students spend 36 hours a week at school.
: Students spend 36 hours a week at school.
Students spend 12 hours a week with their parents.
Students spend 12 hours a week with their parents.
Some students have jobs.
Some students have jobs.
Backing:
Backing:
86% of 11
86% of 11
th
th
and 12
and 12
th
th
graders work on the weekends.
graders work on the weekends.
Students need time for other activities.
Students need time for other activities.
Backing:
Backing:
Only 12% of students aren’t involved in extracurricular
Only 12% of students aren’t involved in extracurricular
activities.
activities.
On average, students spend 22 hours a week on
On average, students spend 22 hours a week on
extracurricular activities.
extracurricular activities.
Arguments should also include
Arguments should also include
rebuttals
rebuttals
or
or
reasons why the
reasons why the
counter arguments
counter arguments
are wrong
are wrong
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Qualification
Evidence
Claim
Warrant
Backing
Rebuttals
Argument
Synthesis
8/10/2011
11
11
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.html
8/10/2011
12
8/10/2011
13
13
E
VIDENCE
Information that supports a claim
or counterclaim (ex. facts, figures,
examples)
8/10/2011
14
14
C
ONCLUDING
S
TATEMENT
Synthesis
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.
Synthesis
Clarify relationships between claim
and reasons, reasons and evidence,
and claim and counterclaim.
A
PPLICATION
OF
T
OULMIN
Go to the class page under “Argument”; scroll
down to “Toulmin Model”. Then, read the
student sample essays. Create a chart in your
notes with the following.
Identify the following in EACH essay sample
The introduction strategy (quote, definition,
anecdote, vignette, startling fact, rhetorical question)
Each counter-point and rebuttal (meaning each time
the student brings up a point AGAINST their thesis,
but then refutes it.
Which student sample is most persuasive? Why? Be
prepared to defend your rationale to the class.
T
OULMIN
D
RAFT
A
SSIGNMENT
Write a Toulmin-based argument in which you
defend, challenge or qualify the following
statement: anyone elected to public office (mayor,
governor, president) is obliged to live a morally
exemplary life. Be certain to define morally
exemplary – 2-3 pages
If you use outside sources, YOU MUST CITE
THEM!
Submit to Turnitin.com by 6am
S
ELF
-E
VALUATION
After composing your own Toulmin argument
and reading a peer’s paper, how well do you think
you understand the this more aggressive format?
What are the strengths of your draft?
What are the areas with which you struggled?
Do you need any further assistance/resources
from me?
T
OULMIN
F
EEDBACK
Get a chrome book, log into Turnitin and review
my feedback as well as your peer’s feedback on
both your Classical and Toulmin draft. Be
prepared to share out the most valuable
suggestion given.
Also, resources have been added on the class
page under Toulmin to enhance your
understanding of evidence and warrants.
Explore the nuances between persuasive writing and argument writing. Uncover the importance of using logic and reasoning in crafting convincing arguments, supported by warrants and backing. Learn how to structure a strong argument, incorporate rebuttals, and strengthen your claims with evidence and counterarguments.
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Presentation Transcript
SO YOU THINK YOU CAN ARGUE All About Writing An Argument
WHATISAN ARGUMENT?
Its just PERSUASIVE WRITING, right?
WRONG!! Persuasive writing is based on an emotional appeal and the credibility of the writer. Argument writing is based on logic and reasoning.
An argument is a claim that someone believes should or should not be true. Kids should be in school Monday through Saturday!
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.
I NEEDBACKUP! A main argument--or claim--all by itself is not very strong. Warrants explain how the evidence supports the claim. Backing supports the warrants.
Claim: 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. Backing: Students spend 36 hours a week at school. Students spend 12 hours a week with their parents. Some students have jobs. Backing: 86% of 11th and 12th 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.
Arguments should also include rebuttals or reasons why the counter arguments are wrong Kids should not have to go to school on Saturdays.
Qualification Evidence Claim Warrant Backing Rebuttals
Warrant Backing Argument Claim Warrant 8/10/2011 Backing Warrant Backing Synthesis Warrant Rebuttal Counterclai m Warrant Rebutatl Warrant 11 Rebuttal
MAKINGA CLAIM Think about how a teenage driver might convince his/her parents to loan the family car. Some tactics might include: 8/10/2011 12 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.html
EVIDENCE Information that supports a claim or counterclaim (ex. facts, figures, examples) I passed the driving test the first time. (I know the rules.) 8/10/2011 Driving record at MVA I should be allowed to drive the car! I have never gotten a ticket. (I follow the rules.) Driving record at MVA Concluding Statement I have not lost my cell phone, wallet, or debit card. (I am responsible.) Personal communication Synthesis Traffic accidents are a leading cause of death for teenagers. (They don t pay attention as well) I probably should not be allowed to drive the car! NHTSA No previous experience with being responsible for something this potentially dangerous or expensive. 13 Personal communication
CONCLUDING STATEMENT Clarify relationships between claim and reasons, reasons and evidence, and 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. 8/10/2011 Warrant Backing Claim Warrant Backing Synthesis Warrant Backing Synthesis Point out strengths and limitations of both claim and counterclaim 14
APPLICATIONOF TOULMIN Go to the class page under Argument ; scroll down to Toulmin Model . Then, read the student sample essays. Create a chart in your notes with the following. Identify the following in EACH essay sample The introduction strategy (quote, definition, anecdote, vignette, startling fact, rhetorical question) Each counter-point and rebuttal (meaning each time the student brings up a point AGAINST their thesis, but then refutes it. Which student sample is most persuasive? Why? Be prepared to defend your rationale to the class.
TOULMIN DRAFT ASSIGNMENT Write a Toulmin-based argument in which you defend, challenge or qualify the following statement: anyone elected to public office (mayor, governor, president) is obliged to live a morally exemplary life. Be certain to define morally exemplary 2-3 pages If you use outside sources, YOU MUST CITE THEM! Submit to Turnitin.com by 6am
SELF-EVALUATION After composing your own Toulmin argument and reading a peer s paper, how well do you think you understand the this more aggressive format? What are the strengths of your draft? What are the areas with which you struggled? Do you need any further assistance/resources from me?
TOULMIN FEEDBACK Get a chrome book, log into Turnitin and review my feedback as well as your peer s feedback on both your Classical and Toulmin draft. Be prepared to share out the most valuable suggestion given. Also, resources have been added on the class page under Toulmin to enhance your understanding of evidence and warrants.
