Reasonable Arguments vs. Pseudo-Arguments
undefined
IN-CLASS WRITING
W
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D
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1
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R
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A
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-
A
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■
The following questions can all be answered in alternative ways. However, not all of them will
lead to reasonable arguments. Your goal is to show your understanding of the difference
between reasonable arguments and pseudo-arguments.
■
I
n
d
i
v
i
d
u
a
l
t
a
s
k
:
W
h
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c
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q
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w
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u
d
o
-
a
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s
?
I
m
a
g
i
n
i
n
g
s
o
m
e
o
n
e
w
h
o
d
i
s
a
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r
e
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w
i
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y
o
u
,
e
x
p
l
a
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w
h
y
y
o
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t
h
i
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t
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q
u
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t
i
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n
i
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a
r
g
u
a
b
l
e
(
o
r
n
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t
)
i
n
a
s
h
o
r
t
-
w
r
i
t
t
e
n
p
a
s
s
a
g
e
.
–
1
.
A
r
e
t
h
e
S
t
a
r
W
a
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s
f
i
l
m
s
g
o
o
d
s
c
i
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n
c
e
f
i
c
t
i
o
n
?
–
2
.
I
s
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t
e
t
h
i
c
a
l
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y
j
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i
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?
–
3
.
S
h
o
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s
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p
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?
–
4
.
A
r
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g
u
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?
■
G
r
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p
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a
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k
:
W
o
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k
i
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g
i
n
p
a
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r
s
,
s
m
a
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g
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,
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a
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w
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c
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a
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s
.
FRAME OF AN ARGUMENT
■
A
n argument originates in an
issue question
(
any question that provokes
disagreement about the best answer
)
■
In
an argument,
we
take a position on the issue and support it with reasons and
evidence.
■
The
claim
is the position
we
want our audience to accept.
–
i.e.
claim is
the
essay’s
thesis statement
(
a one-sentence summary answer
to
the
issue question
What is a reason?
■
R
e
a
s
o
n
(
a
l
s
o
c
a
l
l
e
d
a
p
r
e
m
i
s
e
)
:
a
c
l
a
i
m
u
s
e
d
t
o
s
u
p
p
o
r
t
a
n
o
t
h
e
r
c
l
a
i
m
.
–
C
onnecting words such as
because, since, for, so, thus, consequently,
and
therefore
can be used
■
E.g. (Background of the Claim)
■
I
s
s
u
e
:
k
e
e
p
i
n
g
l
a
r
g
e
s
e
a
m
a
m
m
a
l
s
(
d
o
l
p
h
i
n
s
,
p
o
r
p
o
i
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e
s
,
a
n
d
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c
a
s
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c
a
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y
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a
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p
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s
)
t
o
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t
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a
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l
a
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e
c
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d
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w
i
t
h
t
h
e
i
r
p
e
r
f
o
r
m
a
n
c
e
s
.
■
Different dimensions of the issue:
–
safety concerns for both the animals and their human trainers,
–
moral, scientific, legal, and economic concerns.
■
Some lived experiences related to these dimensions:
–
I
n Japan dolphins are killed en masse by fishermen
;
some are captured for
display in shows around the World
(
The Cove
,
2009)
–
T
he orca Tilicum killed his trainer in 2010, at SeaWorld in Orlando, Florida
(
Blackfish
,
2012).
■
An example from a class debate about that issue:
–
S
tudents heatedly debated the ethics of capturing wild dolphins and training
them to perform in marine parks.
–
Another student cited the personal experience of his sister’s internship at
SeaWorld San Diego where she worked on sea mammal rescue and
rehabilitation.
–
In response, another student mentioned the millions of dollars these marine
parks make on their dolphin and orca shows as well as on the stuffed
animals, toys, magnets, T-shirts, and hundreds of other lucrative marine
park souvenirs.
■
Let’s see
the frameworks the class developed for two alternative positions on
this issue:
One View
■
C
L
A
I
M
:
T
h
e
p
u
b
l
i
c
s
h
o
u
l
d
n
o
t
s
u
p
p
o
r
t
m
a
r
i
n
e
p
a
r
k
s
.
–
R
E
A
S
O
N
1
:
M
a
r
i
n
e
p
a
r
k
s
s
t
r
e
s
s
f
u
l
l
y
s
e
p
a
r
a
t
e
d
o
l
p
h
i
n
s
a
n
d
o
r
c
a
s
f
r
o
m
t
h
e
i
r
n
a
t
u
r
a
l
h
a
b
i
t
a
t
.
–
R
E
A
S
O
N
2
:
T
h
e
e
d
u
c
a
t
i
o
n
t
h
e
s
e
p
a
r
k
s
c
l
a
i
m
t
o
o
f
f
e
r
a
b
o
u
t
m
a
r
i
n
e
m
a
m
m
a
l
s
i
s
j
u
s
t
a
s
e
r
i
e
s
o
f
a
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t
i
f
i
c
i
a
l
,
e
x
p
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o
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t
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v
e
t
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k
s
t
a
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g
h
t
t
h
r
o
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g
h
b
e
h
a
v
i
o
r
m
o
d
i
f
i
c
a
t
i
o
n
.
–
R
E
A
S
O
N
3
:
T
h
e
m
o
t
i
v
e
b
e
h
i
n
d
t
h
e
s
e
p
a
r
k
s
i
s
b
i
g
b
u
s
i
n
e
s
s
p
r
o
f
i
t
.
–
R
E
A
S
O
N
4
:
M
a
r
i
n
e
p
a
r
k
s
e
n
c
o
u
r
a
g
e
a
r
t
i
f
i
c
i
a
l
b
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e
d
i
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g
p
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o
g
r
a
m
s
a
n
d
i
n
h
u
m
a
n
e
h
u
n
t
s
a
n
d
c
a
p
t
u
r
e
s
.
–
R
E
A
S
O
N
5
:
M
a
r
i
n
e
p
a
r
k
s
p
r
o
m
o
t
e
a
n
a
t
t
i
t
u
d
e
o
f
h
u
m
a
n
d
o
m
i
n
a
n
c
e
o
v
e
r
a
n
i
m
a
l
s
.
Alternative View
■
C
L
A
I
M
:
T
h
e
p
u
b
l
i
c
s
h
o
u
l
d
c
o
n
t
i
n
u
e
t
o
e
n
j
o
y
m
a
r
i
n
e
p
a
r
k
s
.
–
R
E
A
S
O
N
1
:
T
h
e
s
e
p
a
r
k
s
o
b
s
e
r
v
e
a
c
c
r
e
d
i
t
a
t
i
o
n
s
t
a
n
d
a
r
d
s
f
o
r
a
n
i
m
a
l
w
e
l
f
a
r
e
,
h
e
a
l
t
h
,
a
n
d
n
u
t
r
i
t
i
o
n
.
–
R
E
A
S
O
N
2
:
T
h
e
s
e
m
a
r
i
n
e
p
a
r
k
s
e
n
a
b
l
e
s
c
i
e
n
t
i
s
t
s
a
n
d
v
e
t
e
r
i
n
a
r
i
a
n
s
t
o
s
t
u
d
y
a
n
i
m
a
l
b
e
h
a
v
i
o
r
i
n
w
a
y
s
n
o
t
p
o
s
s
i
b
l
e
w
i
t
h
f
i
e
l
d
s
t
u
d
i
e
s
i
n
t
h
e
w
i
l
d
.
–
R
E
A
S
O
N
3
:
T
h
e
s
e
m
a
r
i
n
e
p
a
r
k
s
p
r
o
v
i
d
e
e
n
v
i
r
o
n
m
e
n
t
a
l
e
d
u
c
a
t
i
o
n
a
n
d
m
e
m
o
r
a
b
l
e
e
n
t
e
r
t
a
i
n
m
e
n
t
.
–
R
E
A
S
O
N
4
:
M
a
r
i
n
e
p
a
r
k
s
u
s
e
s
o
m
e
o
f
t
h
e
i
r
p
r
o
f
i
t
s
t
o
s
u
p
p
o
r
t
r
e
s
e
a
r
c
h
,
c
o
n
s
e
r
v
a
t
i
o
n
,
a
n
d
r
e
s
c
u
e
a
n
d
r
e
h
a
b
i
l
i
t
a
t
i
o
n
p
r
o
g
r
a
m
s
.
–
R
E
A
S
O
N
5
:
I
n
t
h
e
i
r
t
r
a
i
n
i
n
g
o
f
d
o
l
p
h
i
n
s
a
n
d
o
r
c
a
s
,
t
h
e
s
e
m
a
r
i
n
e
p
a
r
k
s
r
e
i
n
f
o
r
c
e
n
a
t
u
r
a
l
b
e
h
a
v
i
o
r
s
,
e
x
e
r
c
i
s
e
t
h
e
a
n
i
m
a
l
s
’
i
n
t
e
l
l
i
g
e
n
c
e
,
a
n
d
p
r
o
m
o
t
e
b
e
n
e
f
i
c
i
a
l
b
o
n
d
i
n
g
w
i
t
h
h
u
m
a
n
s
.
■
Such lists
break your argumentative task into a series of subtasks
(
you
have
a
frame for building your argument in parts
)
■
In the example, the frame for the argument opposing commercial use of sea
mammals suggests five different lines of reasoning a writer might pursue.
■
You may
use all five reasons or select only two or three, depending on which
reasons would most persuade the intended audience.
■
Each line of reasoning would be developed in its own separate section of the
argument.
■
E.g.
■
You may b
egin one section of your argument with the following sentence:
–
“The public should not support marine parks because they teach dolphins and
orcas clownish tricks and artificial behaviors, which they pass off as ‘education
about these animals.’”
■
T
hen
–
provide examples of the tricks and stunts that dolphins and orcas are taught,
–
explain how these contrast with their natural behaviors, and
–
offer examples of erroneous facts or information about these animals supplied
by these programs.
■
You might also need to support the underlying assumption that it is good to acquire
real knowledge
about sea mammals in the wild.
■
T
hen
you may
proceed in the same way for each separate section of your
argument.
■
i.e.
■
F
r
a
m
e
o
f
a
n
a
r
g
u
m
e
n
t
c
o
n
s
i
s
t
s
o
f
t
h
e
c
l
a
i
m
(
t
h
e
t
h
e
s
i
s
s
t
a
t
e
m
e
n
t
o
f
t
h
e
e
s
s
a
y
)
,
–
w
h
i
c
h
i
s
s
u
p
p
o
r
t
e
d
b
y
o
n
e
o
r
m
o
r
e
r
e
a
s
o
n
s
,
■
which are in turn supported by
evidence
or sequences of further
reasons
.
C
l
a
s
s
D
i
s
c
u
s
s
i
o
n
-
2
/
U
s
i
n
g
I
m
a
g
e
s
t
o
S
u
p
p
o
r
t
a
n
A
r
g
u
m
e
n
t
■
H
ow
can
images shape or enhance an argument
?
■
Imagine that your task is to argue why a nonprofit group in your city should (or
should not) offer as a fund-raising prize a trip to SeaWorld in Orlando, Florida,
San Antonio, Texas, or San Diego, California.
■
Examine the photographs of orcas in Figures 3.2 and 3.3
(p. 8)
and describe the
implicit argument that each photo seems to make about these whales. How
might one or both of these photos be used to support an argument for or against
the prize trip to SeaWorld? What reasons for going (or not going) to SeaWorld
are implied by each photo?
■
Briefly sketch out your argument for your group and explain your choice of
photograph to support your position.
E
x
p
r
e
s
s
i
n
g
R
e
a
s
o
n
s
i
n
B
e
c
a
u
s
e
C
l
a
u
s
e
s
■
B
e
c
a
u
s
e
i
s
t
h
e
m
o
s
t
c
o
m
m
o
n
c
o
n
n
e
c
t
o
r
u
s
e
d
t
o
e
x
p
r
e
s
s
t
h
e
l
o
g
i
c
a
l
c
o
n
n
e
c
t
i
o
n
b
e
t
w
e
e
n
a
r
e
a
s
o
n
a
n
d
a
c
l
a
i
m
.
■
But
, there are many other ways
…
–
The public should not support marine parks
because
these parks stressfully
separate dolphins and orcas from their natural habitat.
–
Marine parks stressfully separate dolphins and orcas from their natural
habitat.
Therefore
,
the public should not support them.
–
Marine parks stressfully separate dolphins and orcas from their natural
habitat,
so
the public should not support them.
–
One
reason
that the public should not support marine animal parks
is
that
they stressfully separate dolphins and orcas from their natural habitat.
–
My
argument
that the public should not support marine animal parks
is
based
mainly
on
the
grounds
that they stressfully separate dolphins and
orcas from their natural habitat.
■
Still
because
clause helps you clarify your arguments more easily
■
The best way to write your argument is to start with
because
clause—starting
with a
working thesis statement
.
■
Modify your thesis statement later on.
■
i.e. Use
because
clauses in your first draft (while developing your claims)
C
l
a
s
s
D
i
s
c
u
s
s
i
o
n
-
3
/
D
e
v
e
l
o
p
i
n
g
C
l
a
i
m
s
a
n
d
R
e
a
s
o
n
s
■
Work in
small groups.
■
Decide on
an issue that
you
would like to explore.
■
D
evelop a claim
and
support
it
by several reasons.
■
Express each reason as a
because
clause.
■
Then write out the working thesis statement attaching the
because
clauses to
the claim.
■
C
reate
because
clauses in support of an alternative claim.
■
Finally, paraphrase your
because
clause
Writing Assignment for next week
■
Decide on
an issue and a claim
for a classical argument that you would like to
write.
■
Write a
one-sentence question
that summarizes the controversial issue that your
claim addresses.
■
Then draft
a working thesis statement
for your proposed argument.
■
Organize the thesis as a claim with bulleted
because
clauses for reasons
.
■
You should have
at least two reasons
, but it is okay to have three or four.
■
Also
include an opposing thesis statement
— that is, a claim with
because
clauses for an alternative position
on your issue.
You can use the example on p. 10
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because beating guys at their own game is empowering for girls
because being skilled at FPS games frees girls from feminine stereotypes
because they give girls a different way of bonding with males
because they give girls new insights into a male subculture
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because they promote antisocial values such as indiscriminate killing
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because FPS games could encourage women to see themselves as objects
The provided content focuses on distinguishing between reasonable arguments and pseudo-arguments through thought-provoking questions such as the ethical treatment of animals, city subsidies for sports venues, and subjective opinions on aesthetics. It also explains the structure of an argument, highlighting the importance of claims, reasons, and evidence. Classroom examples and debate frameworks offer practical insights into argument development and critical thinking skills.
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Writing and Discussion Writing and Discussion- -1 / Reasonable Arguments 1 / Reasonable Arguments versus Pseudo versus Pseudo- -Arguments Arguments The following questions can all be answered in alternative ways. However, not all of them will lead to reasonable arguments. Your goal is to show your understanding of the difference between reasonable arguments and pseudo-arguments. Individual task: Which of the following questions will lead to reasonable arguments and which will lead only to pseudo-arguments? Imagining someone who disagrees with you, explain why you think the question is arguable (or not) in a short-written passage. 1. Are the Star Wars films good science fiction? 2. Is it ethically justifiable to capture dolphins or orca whales and train them for human entertainment? 3. Should cities subsidize professional sports venues? 4. Are nose rings and tongue studs attractive? Group task: Working in pairs, small groups, or as a whole class, share your reasoning about these questions with classmates.
An argument originates in an issue question (any question that provokes disagreement about the best answer) In an argument, we take a position on the issue and support it with reasons and evidence. The claim is the position we want our audience to accept. i.e. claim is the essay s thesis statement (a one-sentence summary answer to the issue question
What is a reason? Reason (also called a premise): a claim used to support another claim. Connecting words such as because, since, for, so, thus, consequently, and therefore can be used E.g. (Background of the Claim) Issue: keeping large sea mammals (dolphins, porpoises, and orcas in captivity in marine parks) to entertain large crowds with their performances. Different dimensions of the issue: safety concerns for both the animals and their human trainers, moral, scientific, legal, and economic concerns. Some lived experiences related to these dimensions: In Japan dolphins are killed en masse by fishermen; some are captured for display in shows around the World (The Cove, 2009) The orca Tilicum killed his trainer in 2010, at SeaWorld in Orlando, Florida (Blackfish, 2012).
An example from a class debate about that issue: Students heatedly debated the ethics of capturing wild dolphins and training them to perform in marine parks. Another student cited the personal experience of his sister s internship at SeaWorld San Diego where she worked on sea mammal rescue and rehabilitation. In response, another student mentioned the millions of dollars these marine parks make on their dolphin and orca shows as well as on the stuffed animals, toys, magnets, T-shirts, and hundreds of other lucrative marine park souvenirs. Let s see the frameworks the class developed for two alternative positions on this issue:
One View CLAIM: The public should not support marine parks. REASON 1: Marine parks stressfully separate dolphins and orcas from their natural habitat. REASON 2: The education these parks claim to offer about marine mammals is just a series of artificial, exploitive tricks taught through behavior modification. REASON 3: The motive behind these parks is big business profit. REASON 4: Marine parks encourage artificial breeding programs and inhumane hunts and captures. REASON 5: Marine parks promote an attitude of human dominance over animals.
Alternative View CLAIM: The public should continue to enjoy marine parks. REASON 1: These parks observe accreditation standards for animal welfare, health, and nutrition. REASON 2: These marine parks enable scientists and veterinarians to study animal behavior in ways not possible with field studies in the wild. REASON 3: These marine parks provide environmental education and memorable entertainment. REASON 4: Marine parks use some of their profits to support research, conservation, and rescue and rehabilitation programs. REASON 5: In their training of dolphins and orcas, these marine parks reinforce natural behaviors, exercise the animals intelligence, and promote beneficial bonding with humans.
Such lists break your argumentative task into a series of subtasks (you have a frame for building your argument in parts) In the example, the frame for the argument opposing commercial use of sea mammals suggests five different lines of reasoning a writer might pursue. You may use all five reasons or select only two or three, depending on which reasons would most persuade the intended audience. Each line of reasoning would be developed in its own separate section of the argument.
E.g. You may begin one section of your argument with the following sentence: The public should not support marine parks because they teach dolphins and orcas clownish tricks and artificial behaviors, which they pass off as education about these animals. Then provide examples of the tricks and stunts that dolphins and orcas are taught, explain how these contrast with their natural behaviors, and offer examples of erroneous facts or information about these animals supplied by these programs. You might also need to support the underlying assumption that it is good to acquire real knowledge about sea mammals in the wild. Then you may proceed in the same way for each separate section of your argument.
i.e. Frame of an argument consists of the claim (the thesis statement of the essay), which is supported by one or more reasons, which are in turn supported by evidence or sequences of further reasons.
Class Discussion Class Discussion- -2 / Using Images to Support an Argument 2 / Using Images to Support an Argument How can images shape or enhance an argument? Imagine that your task is to argue why a nonprofit group in your city should (or should not) offer as a fund-raising prize a trip to SeaWorld in Orlando, Florida, San Antonio, Texas, or San Diego, California. Examine the photographs of orcas in Figures 3.2 and 3.3 (p. 8) and describe the implicit argument that each photo seems to make about these whales. How might one or both of these photos be used to support an argument for or against the prize trip to SeaWorld? What reasons for going (or not going) to SeaWorld are implied by each photo? Briefly sketch out your argument for your group and explain your choice of photograph to support your position.
Expressing Reasons in Expressing Reasons in Because Because Clauses Clauses Because is the most common connector used to express the logical connection between a reason and a claim. But, there are many other ways The public should not support marine parks because these parks stressfully separate dolphins and orcas from their natural habitat. Marine parks stressfully separate dolphins and orcas from their natural habitat. Therefore, the public should not support them. Marine parks stressfully separate dolphins and orcas from their natural habitat, so the public should not support them. One reason that the public should not support marine animal parks is that they stressfully separate dolphins and orcas from their natural habitat. My argument that the public should not support marine animal parks is based mainly on the grounds that they stressfully separate dolphins and orcas from their natural habitat.
Still because clause helps you clarify your arguments more easily The best way to write your argument is to start with because clause starting with a working thesis statement. Modify your thesis statement later on. i.e. Use because clauses in your first draft (while developing your claims)
Class Discussion Class Discussion- -3 / Developing Claims and Reasons 3 / Developing Claims and Reasons Work in small groups. Decide on an issue that you would like to explore. Develop a claim and support it by several reasons. Express each reason as a because clause. Then write out the working thesis statement attaching the because clauses to the claim. Create because clauses in support of an alternative claim. Finally, paraphrase your because clause
Writing Assignment for next week Decide on an issue and a claim for a classical argument that you would like to write. Write a one-sentence question that summarizes the controversial issue that your claim addresses. Then draft a working thesis statement for your proposed argument. Organize the thesis as a claim with bulleted because clauses for reasons. You should have at least two reasons, but it is okay to have three or four. Also include an opposing thesis statement that is, a claim with because clauses for an alternative position on your issue.
You can use the example on p. 10 Carmen s Issue Question and Working Thesis Statements Issue Question: Should girls be encouraged to play first-person-shooter video games? My claim: First-person-shooter (FPS) video games are great activities for girls, because beating guys at their own game is empowering for girls because being skilled at FPS games frees girls from feminine stereotypes because they give girls a different way of bonding with males because they give girls new insights into a male subculture Opposing claim: First-person-shooter games are a bad activity for anyone, especially girls, because they promote antisocial values such as indiscriminate killing because they amplify the bad, macho side of male stereotypes because they waste valuable time that could be spent on something constructive because FPS games could encourage women to see themselves as objects
