Argument WritingArgument is not “wrangling” but “a serious and focused conversation among people who are intensely interested in getting to the bottom of things cooperatively.”

Williams, J. M. and McEnerney, L. Writing in College: A Short Guide to College Writing. (n.d.)

An argument is a claim that must be supported by evidence

Arguments are used for many purposes—to change the

reader’s point of view, to bring about some action on the reader’s part, or to ask the

reader to accept the writer’s explanation or evaluation of a concept, issue or problem.

An argument is a reasoned, logical way of demonstrating

that the writer’s position, belief, or conclusion is valid.

In English language arts, students make claims about the worth or meaning of a

literary work or works. They defend their interpretations or judgments with evidence from

the text(s) they are writing about.

What is an argument?

Persuasion vs Argument — DifferencesPersuasion

Attempts to convince the reader to accept a thesis as truth.

Appeals to the credibility, character, or authority of the writer (ethos).

Is often grounded more in feelings (pathos) than in facts.

Is often associated with speeches and frequently requires listeners/

readers to take some sort of action to remediate an issue.

Argument

Attempts to convince the reader to accept a claim as truth.

Focuses on evidence (logos).

Is grounded more in facts, data, and logic.

Requires critical reading of the text(s); may include evidence from other

sources.

Addresses counterclaims in order to present a complete argument.

What is the difference between persuading someone to give blood and claiming that giving blood is important?

Persuasion vs Argument — DifferencesPersuasion

Thesis: Everyone should give blood

Ethos: “The American Red Cross is the nation’s premier emergency response

organization” (redcross.org)

Pathos: Caring for others who are ill by donating blood indicates one’s

love for mankind.

Action: Give blood today.

ArgumentGiving blood to save lives is just as important as giving money to save

lives.

Logos: “One pint of blood can save up to three lives”

(americasblood.org)

Is grounded more in logic: “Giving blood is charity, just like giving

money to the poor. Both acts save lives” (Gefori, 2007).

Requires critical reading of the text(s):analyze the significance of

opposing claims (evaluate quality of source)

Addresses counterclaims: “More than 4,000 people were affected by

contaminate blood the 1970s and 80s” (bbc.co.uk/news)

What Makes an Effective Claim?• Takes a clear position• Is debatable – people could reasonably have

different opinions on the issue• Is narrow enough to be fully discussed within the

requirements of the assignment

Types of Claims• Claims of cause and effect

• Argues that one person, thing, or event caused something else to occur

• Claims of definition or fact• Argues what a definition is or if something

accepted as a “fact” is really so• Claims about values

• Argues the worth of something and whether we value it or not

• Claims about solutions or policies• Argues for or against specific approaches to

problems

Sample Claims

Text: Romeo and JulietClaim: Romeo is more capable of falling in “lust” than falling in

“love”. (Ex. claim of definition or fact because it requires a definition of both terms and considers to what degree they describe a character).

Text: The OdysseyClaim: Odysseus’s affairs while he is lost at sea are justified

because the alliances he builds with Circe and Calypso help him to return to his wife. (Ex. claim about solutions or policy because it argues for the character’s behavior to be considered acceptable)

Sample ClaimsText: Flowers for AlgernonClaim: Charlie would have been happier if he had not

participated in the treatment program. (Ex. claims about values because it considers the worth of the event to the character)

Text: BeowulfClaim: Beowulf causes more destruction and

chaos than he alleviates. (Ex. claim of cause and effect because it attributes blame)

Why Address Counterclaims?

Acknowledging counterclaims -- • Enhances the writer’s credibility and

thoroughness• Recognizes that the reader may have a different

point of view

“Conceding that the opposing point is valid and then building upon it to further one’s own claim allows a writer to make the audience feel appreciated without giving up her or his own position.”

http://www.winthrop.edu/wcenter/wcenter/toulmin.htm

Basic Organizational Pattern• Introduction

o Present the claim – a debatable statement• Body

o Present evidence to support the claim• Cite credible sources• Make a connection between the evidence and the claim

o Present counterclaim(s)• Cite credible sources• Make a connection between the evidence and the

counterclaim• Conclusion

o Provide a concluding statement or section that follows from and supports the argument presented

Choices for sharing your ideas…• Chronological

• Shares your points in the order that they happened. For example: proving a claim about a character trait by showing how a character changes from the first chapter, to the second, to the third….

• Spatial• Shares your points in the order they appear in an image. For example:

proving a claim about how setting affects the plot by describing the town, the house, the room….

• Easiest to accept to most difficult to accept• Shares your points by starting with ideas that your reader is familiar with,

followed by more original ideas• Similarities and differences (aka, Block comparison)

• Shares your points by grouping similar ideas. For example: proving a claim about how two characters from different novels are similar by fully discussing one character and then fully discussing the other character

• Point-by-Point comparison• Shares your points by supplying one piece of evidence from one source,

followed by a similar piece of evidence from another source. Also can share a counterpoint followed by your answer to it. For example: proving a claim about how two characters from different novels are similar by discussing both characters’ appearance, both characters’ aspirations, both characters’ relationships with others….

Argument Beyond the Classroom

The proper context for thinking about argument is one in which

• the goal is not victory but a good decision, • all arguers are at risk of needing to alter their views, • a participant takes seriously and fairly the views different

from his or her own.

Such capacities are broadly important for the literate, educated person living in the diverse, information-rich environment of the twenty –first century.

Fulkerson, Richard. Teaching the Argument in Writing. 1996, 16-17.

Links to the Common Core

Common Core English Language Arts Standards• http://www.corestandards.org/assets/CCSSI_ELA%20Standar

ds.pdf

Appendix A: Research supporting key elements of the standards

• http://www.corestandards.org/assets/Appendix_A.pdf

Appendix B: Text exemplars and sample performance tasks

• http://www.corestandards.org/assets/Appendix_B.pdf

Appendix C: Samples of student writing• http://www.corestandards.org/assets/Appendix_C.pdf