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6/15/19
1
AP ENGLISH LANG
DON STOLL
ROWAN UNIVERSITY
STOLL@ROWAN.EDU
CLASSICAL ARGUMENT STRUCTURE
I. Introduction
II. Presentation of writer’s position
III. Summary of opposing views
IV. Response to opposing views
V. Conclusion
CLASSICAL ARGUMENT STRUCTURE
Introduction
• Attention grabber
• Explanation of issue and needed background
• Writer’s position on the defined issue (thesis)
• Forecasting passage
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CLASSICAL ARGUMENT STRUCTURE
Support of writer’s position
• Main body of essay
• Presents and supports each reason in turn
• Each reason is tied to a value or belief held by
the audience
CLASSICAL ARGUMENT STRUCTURE
Summary of opposing views
• Summary of views differing from
writer’s (should be fair and complete)
CLASSICAL ARGUMENT STRUCTURE
Response to opposing views
• Refutes or concedes to opposing views
• Show’s weaknesses in opposing views
• May concede to some strengths
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CLASSICAL ARGUMENT STRUCTURE
Conclusion
• Brings essay to closure
• Often sums up argument
• Leaves strong last impression
• Often calls for action or relates topic to a larger
context of issues
ARGUMENT CLASS ACTIVITIES
• Discussions of a pro/con argument focusing on understanding and critiquing the reasoning and evidence of each side -Intelligence Squared
• Teacher models a reading and explanation of each side
• Identify the claim of each side• Identify the types of evidence offered carefully distinguishing
between testimony, examples, reasoned thought and facts/statistics
• Discuss the aptness of the evidence for the designated audience
• Identify the methods the writer uses to relate the proffered evidence to the claim
ARGUMENT CLASS ACTIVITIES
• Teacher Model pro/con argument #2• Select a second set of pro/con arguments on a separate issue• Have students read the passages aloud straight through
• Using Socratic dialogue • Identify the claim of each side• Identify the types of evidence offered carefully distinguishing
between testimony, examples, reasoned thought and facts/statistics
• Discuss the aptness of the evidence for the designated audience
• Identify the methods the writer uses to relate the proffered evidence to the claim
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ARGUMENT STUDENT ASSIGNMENT
• Follow-up Assignment• Select a passage from a past AP English Language and Composition
exam and have students read and write an argument essay on the passage limiting the time to 50 minutes
• Have class score the essays and make suggestions about how they could be improved
• Repeat this assignment as necessary….
ARGUMENT CLASS ACTIVITIES
• Model pro/con argument #3
• Select a third set of pro/con arguments on a separate issue
• Have students read the passages aloud straight through
• Move the class into 5-6-member teams, tasking them to
• Identify the claim of each side
• Identify the types of evidence offered carefully distinguishing between testimony, examples, reasoned thought and facts/statistics
• Discuss the aptness of the evidence for the designated audience
• Identify the methods the writer uses to relate the proffered evidence to the claim
• Each team reports to the class
ARGUMENT CLASS ACTIVITIES
• Model Writing an Argumentative Essay• Using the topic treated in the first pro/con articles, teacher composes an
argumentative essay defending the claim “The pro (or con) argument is stronger.”
• Model an introductory paragraph which contextualizes the task in an holistic fashion and outlines the approach the essay will take
• Model using the most effective evidence to support the claim seeking to use at least three supporting elements and a counter-argument which is effectively refuted
• Model a concluding paragraph which draws together the evidence into a unified whole
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ARGUMENT CLASS ACTIVITIES
• Task teams to compose an argumentative essay focusing on the second issue discussed following the process outlined
in the modeling work
• Have teams present their efforts using a document camera
• Lead a class discussion of what the teams did
ARGUMENT STUDENT ASSIGNMENT
• Using either one of the passages previously discussed or another issue selected by the student…
• Assign an at-home essay as a written argument defending one side of a pro/con argument
• Peer edit the essay and ask for revisions
• Grade the essay offering one more opportunity for revision and include this written essay in the class portfolio
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