argument/persuasion essay: materials needed: ms. teref's handout, writer's survival...
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Argument/Persuasion Essay: Materials needed: Ms. Teref's handout, Writer's Survival Handbook. Critical thinking: Argument essay – PURPOSE + how does this apply to your life?. - PowerPoint PPT PresentationTRANSCRIPT
Argument/Persuasion Essay:Materials needed:
Ms. Teref's handout, Writer's Survival Handbook
Critical thinking: Argument essay – PURPOSE + how does this apply to your
life?
• The most common essays required in college: definition, cause/effect, example, comparison/contrast, persuasion/argument.
- How often do we argue our position? Think about a time:
- you got a detention,
- earned a bad grade and had to explain it to your parents
- wanted go to a party your parents didn’t allow you to go to.
NOTES: What will your essay look like? How is this critical thinking?You'll be writing a research paper with 2 sources
arguing your position about a school-related topic: OUR MANTRA:
1)make a claim/a pro does this sound familiar?
2)support your claim with evidence: quotes, facts, examples, appeals to authority, predicting consequences
3)counterclaim/counterargument/ a con what’s this? why?
4)refutation/ rebuttal what’s this?
5)analysis what’s the one strategy we use to analyze?
Cornell Notes Topic: Argument Essay
General
meaning
Journal response: What does the word “argument” mean to you? List as many meanings as you can.
Share with your group, share with the whole class + add to your notes.
Handbook,p.39.: read the first paragraph and compare your answer to the one in the handbook.
ANNOTATE: An example of argument/persuasive essay:
Handout: P.150-1 (Evergreen)
P. 150: Let’s read the intro! What’s the function of each paragraph?
Making predictions: what is the paragraph going to be about based on the topic sentence?
Have you ever been in the situation as described in the claim/topic sentence?
ANNOTATE FOR SHIFTS: Argument Paragraph: 1st reading
As I read the essay, put a slash every time the passage shifts from one part to another.
- For example, when the introduction is finished, put a slash.
- When a description of an event ends and another one begins, put a slash.
PURPOSE: Why are we doing this? (hint, hint: EXPLORE)
ANNOTATE: Argument Paragraph: 2nd reading
Annotate the essay for the following elements:
1. Claim/Argument:
2. Evidence: quotes, facts, examples, appeals to authority, predicting consequences
3. Counterclaim/counterargument:
4. Refutation/Rebuttal:
5. Analysis:
Outline the essay
According to your slashes, how many parts/ or chunks does the essay have?
How is this essay organized or structured?
Break the essay down into its parts and label each part. For example:
1) What’s the function of the 1st part?_______
2) What’s the function of the 2nd part? ______
…
Review &TransitionsCan the essay be divided into the following parts?
1. Topic sentence
2. Reason 1:
3. Evidence: facts
4. Reason 2/Counterclaim/a con:
5. Evidence: Appeal to authority
6. Reason 3:
7. Evidence: example
8. Analyisis
NOW, in groups, highlight the transitions between each part of the essay.
NOTES:Subtitle: TRANSITIONS?
Discuss and respond to the following:
-Why do we need transitions? What is their PURPOSE?
- - What function do they perform in reading and writing? How are they useful to us?
- - Which transitions did you underline?
- - What’s their function?
- Refer to p. 152
-
Who is the intended audience of this paragraph?
Who was the text written for?How do you know? Be specific.
NOTES: WHAT’S THE ROLE OF AN AUDIENCE IN WRITING AND SPEAKING?
HOW DOES YOUR AUDIENCE SHAPE THE WAY YOU SPEAK/WRITE OR COMMUNICATE?
What is the RHETORICAL TRIANGLE? What can you conclude
so far? What is its purpose?
Rhetorical Triangle: answer the questions in your notes
Why is the Rhetorical Triangle important?
• Rhetoric= the art of speaking or writing effectively
• How do you know you are communicating (speaking or writing) effectively?
• What are your tools for communicating effectively?
NOTES:Example of how to use the Rhetorical Triangle
Author: Ms. TerefAudience 1: LinguistsText: In order for a person to
speak coherently in their L2, the affective filter must be lowered.
Audience 2: General audienceText: To learn speak to clearly in
a second language, a person must feel comfortable to avoid nervousness.
Audience 3: 1st gradersText: It’s fun to speak another
language. You’re doing great!How are these versions
different? Inference?
NOTES:Your example of how to use the Rhetorical Triangle
Author: Your nameAudience 1: Address a
specific audience/use technical lingo
Text:Audience 2: General audienceText:Audience 3: 1st gradersText:
How are your versions different? What did you have to do to adapt the topic to your audience?
NOTES:CAJ: Critical Analysis Journal on Argument paragraph p.151
Refer to your handout, and let's analyze the essay by using the Elements of Thought (p.9 in handbook)
1. PURPOSE: The main purpose of the essay is to __________________
2. QUESTION: The key question that the author is addressing is ____________
3.POINT OF VIEW: The essay is told from _______ of view. This choice is appropriate because ____________
CAJ – Ms. Teref's example: “Fishcheeks”1. PURPOSE: The main purpose of the essay
is to convey the complexities of growing up in a
bilingual and bicultural family.
2. QUESTION: The key question that
the author is addressing is the importance of
cultural identity.
3.POINT OF VIEW:The essay is told from the first person
point of view of a grown up woman, Amy Tan.This
choice is appropriate because through Tan's flashback
It is clear that she has matured and accepted her culture.
CAJ: PARAGRAPH
The main purpose of the essay “Fishcheeks”is to convey the complexities of growing up in a bilingual and bicultural family.The key question that the author is addressing is the importance of our cultural identity.The essay is told from the point of view of a grown up woman, Amy Tan.This choice is appropriate because through Tan's grown-up view of her childhood dilemma, it is clear that she has matured and accepted her culture.
NOW, IN YOUR GROUPS, COMPOSE A CAJ FOR the essay on p. 151.
Finish your Cornell Notes
Add to the left side: key concepts, questions...
Summarize your Cornell Notes in paragraph form by using the following sentence stems:
The purpose of our unit on the argument essay is to ______________________________. For example, _______________________.
I can conclude that when composing a argument essay, _______________. Clearly, what I have learned is _______________.
Finish your annotations on p. 151Finish the questions on p. 151TURN IN THE FIRST PART OF YOUR
PACKET
HOMEWORK: WRITE DOWN 3 TOPICS YOU’D LIKE TO ARGUE FOR OR AGAINST
NOTES: What will your essay look like? How is this critical thinking?You'll be writing a research paper with 2 sources
arguing your position about a school-related topic: OUR MANTRA:
1)make a claim/a pro does this sound familiar?
2)support your claim with evidence: quotes, facts, examples, appeals to authority, predicting consequences
3)counterclaim/counterargument/ a con what’s this? why?
4)refutation/ rebuttal what’s this?
5)analysis what’s the one strategy we use to analyze?
3 ways to appeal or 3 ways to appeal or influence and inform a influence and inform a
reader:reader:
LOGOSLOGOSETHOSETHOS
PATHOSPATHOS
ETHOS
credibility/reliability of writer or speaker based
on personal experience, knowledge and/or
understanding and using reliable sources.
e.g Ms. Teref's student and his uncle who's a gas
station attendant
LOGOSLOGOS
reasonreason with audience and show with audience and show audience how reasonable you are; audience how reasonable you are;
logical appeal; logical appeal;
laying out an argument clearly and laying out an argument clearly and explicitly; explicitly;
compiling information into easy-to-compiling information into easy-to-follow patternsfollow patterns
[ rational ][ rational ]
PATHOS
appealing to readers’ emotions, interests, and people/causes they care about – love, loyalty, a
sense of justice and fairness, etc.
[ irrational ]
Film The Great Debaters: Purpose and Activity
As you watch the movie, take notes on the points below and discuss them in your groups:
1. How is the argument constructed? Which elements of argumentation (our mantra) did you notice? Write them down + subject/topic.
2. Describe the sense of urgency and passion: how is this evident? Example: body language: gesticulations, facial expressions.
3. Ethos, logos, pathos
Great Debaters Scenes 2, 3, 4 from 8-20 min
Setting: 1935, President FDR, “Fireside chats”, segregation, African American college
-What are the debate topics/subjects?-What debate-related vocabulary are you
familiar with? - Vocab: faulty assumption- fallacy ; ” if... then...” or logic-syllogism, a
legitimate source, rebut/refute, affirmative/negative
Great Debaters, Scenes:12, 20-end
Oklahoma debate: Should African Americans attend the same schools as whites?
Harvard debate: CIVIL DISOBEDIENCE
Debate vocabulary
- Ethos-Logos-Pathos
Inspired by the movie…
Team formation: 4 students per team, may share sources
Prep for library research
01/30/12
Homework: YOU WILL ADD THIS TO YOUR NOTES: From the debates we have seen in the Great Debaters, provide one example for the following:
1)ethos: An example of ethos from the movie is ____________. This is clearly an example of ethos because _________.
2) logos: An example of logos from the movie is ___________. This is evidently an example of logos because ______.
3) pathos: An example of pathos from the movie is ______. This is undoubtedly an example of pathos because _______________
Homework, Part 2: Cornell Notes Summary
The purpose of watching the movie The Great Debaters is to ______________. For example, _________. This activity will help me in writing my argument paper because __________________.
Library/Writing Center Visit – 2 days
- 1. Narrow down your topics- 2. Select 2 sources- 3. Exit slip: Student name, selected topic, sources cited
in MLA .- 4. Homework: annotate the sources for claim, evidence,
refutation/rebuttal, analysis.- http://www.procon.org/- http://debates.juggle.com/education- http://debatepedia.idebate.org/en/index.php/Welcome_to
_Debatepedia!
- http://homeworktips.about.com/od/essaywriting/a/100-Persuasive-Essay-Topics.htm
- http://www.idebate.org/teaching/glossary.phphttp://www.gpoaccess.gov/serialset/cdocuments/debatetopic.html01/30/12
Post-library day:
- -Team work: 4 students per team: 2 pros and
- 2 cons- - Group work: annotating in assigned
groups
01/30/12
Easybib. and iClaim- 2-day activity
- -Review of easybib.com - HOMEWORK #1: have your works cited page ready for the next class
- - iClaim: group discussion and note-taking
HOMEWORK #2: Bring your persuasion/argument packet to the next class – test!!! :o
01/30/12
Another example of argument writing: 1-DAY ACTIVITY: On your own –
you are being timedNO Cornell notes this time: Parenting Classes
PURPOSE: Why another argument essay? Why on your own?
Packet, p. 155:
Read the topic sentence and make a prediction. Write down your understanding at the top of page 155:
The passage is discussing _____________. This is evident because ______________.
PARENTING CLASSES: 1st reading
On your own: Read the essay, put a slash every time the passage shifts from one part to another.
- For example, when the introduction is finished, put a slash.
- When a description of an event ends and another one begins, put a slash.
PURPOSE: Why are we doing this?
PARENTING CLASSES: 2nd reading
On your own: Annotate the essay for the following elements:
1. Claim/Argument:
2. Evidence: quotes, facts, examples, appeals to authority, predicting consequences
3. Counterclaim/counterargument:
4. Refutation:
5. Analysis:
Highlight all transitionsFinish the questions on p. 155 P. 153: Read, and, in the margins,
summarize in no more than 10 words the 4 methods of persuasion.
TURN IN YOUR 2ND PART OF YOUR PACKET
Transitions + Questions on p. 155
AT THE BOTTOM OF P. 155:
Who is the intended audience of this paragraph?
Who was the text written for?How do you know? Be specific.
CAJ: Critical Analysis Journal
Refer to your handout, and let's analyze the essay by using the Elements of Thought (p.9 in handbook)
1. PURPOSE: The main purpose of the essay is to convey__________________
2. ASSUMPTIONS (a belief whose truth the author takes for granted): The main assumptions underlying the author’s thinking are____________
3.IMPLICATIONS: If we accept this line of reasoning, the implications or consequences are___________
Ms. Teref’s CAJ example based on essay on riding w/ a drunk driver
1. PURPOSE: The main purpose of the essay is to demonstrate the risks and danger of being pressured to ride with a drunk driver.
2. ASSUMPTIONS : The main assumption underlying the author’s thinking is that riding with a drinker is a life-threatening decision.
3.IMPLICATIONS: If we accept this line of reasoning, the implications are that riders must be cautious and stand up for themselves when riding with others.
Make sure you’ve done the following: 1) mark the shifts2) annotate the passage3) answer the questions on p. 1554) finish your CAJ5)TURN THE ABOVE TO MS. TEREF
Review of our mantra 1. Claim/Argument:
2. Evidence: quotes, facts, examples, appeals to authority, predicting consequences strengthen evidence with 3 appeals: ethos, logos, pathos
3. Counterclaim/counterargument:
4. Refutation/Rebuttal:
5. Analysis:
Make your evidence stronger with ETHOS, LOGOS, & PATHOS:BEDFORD READER, P. 551: