ARGUMENTS

WHAT IS AN ARGUMENT?

WHAT IS AN ARGUMENT?

• An exchange of opposing or diverging points of view.

• A reason or a set of reasons given in support of an idea action or theory.

DECIDING TO WRITE AN ARGUMENT

• Offer levelheaded and disputable claims.

• Offer good reasons to support a claim.

• Understand opposing claims and points of view (counter-arguments).

EXPLORING PURPOSE AND TOPIC

• Learn more about the topic.

• State a preliminary claim, if only for yourself.

• Qualify your claim to make it reasonable.

LET'S REVIEW

REVIEW

• Argument

• Counter-argument

• 3 things you should consider when writing an argument.

IN-CLASS ACTIVITY• Divide into groups of three.

• Consider the topic given and write a claim.

• Support the claim with three argumentative points.

• Also, come up with three counter-arguments towards your claim and how to address them in an argument.

SHOULD STUDENTS AT THE UPRM BE REQUIRED

TO TAKE PHYSICAL EDUCATION COURSES?

SHOULD STUDENTS THAT RECEIVE GOVERNMENTAL AID BE TESTED FOR DRUG

USAGE EVERY MONTH?

TODAY'S OBJECTIVES

• By the end of today's lesson you should:

• Understand • The purpose of argumentative writing • Elements to consider when writing an argument

• Apply • Understanding of argumentative techniques

REVIEW

• Argument

• Counter-argument

• 3 things you should consider when writing an argument.

CLAIM VS. ASSUMPTION

CLAIM VS. ASSUMPTION

•Claim: “an assertion that something is true”

•Assumption: “a thing that is accepted as true or as certain to happen, without proof ”

EXAMPLES: CLAIMS AND ASSUMPTIONS

• “The statistically unreliable college ratings published by U.S. News & World Report usually do more harm than good to students because some people claim that they lead admissions officers to award scholarships on the basis of merit rather than need” (Ruszkiewicz 81).

“Alleviating need in our society is more important than rewarding merit” (Ruszkiewicz 81).

CLAIM ASSUMPTION

AUDIENCE• Identify your audience and asses the best way to persuade them of your stance.

• The ethos of the writer/speaker is essential towards the success of the argument.

• Authors choose a voice when writing their work.

“most readers respond better when writers seem reasonable, knowledgeable, and fair—neither insulting those who disagree with them nor making those who share their

views embarrassed to have them on their side” (Ruszkiewicz 82).

AUDIENCE: CONSIDER...

• Your own limits

• Race and ethnicity

• Gender and Sexual Orientation

• Income and class

• Religion and spirituality

• Consider age

DEVELOPING AN ARGUMENT

• Consider how much space you have to develop your argument.

• This will determine the size of your claim and how much supporting evidence you can include.

Pre-writing:

• List your reasons

• Assemble your hard evidence

• Pull the best quotations

• Find counter-arguments

• Consider emotional appeals.

STRUCTURE

• Introduction leading to a thesis statement

• First reason and supporting evidence (stronger)

• Second reason and supporting evidence (strong)

• Third reason and supporting evidence (strongest)

• Counter-arguments

• Conclusion

EXAMPLE

• Page 75

• “Stop Asking Me My Major” by Scott Keys

• What is the claim being made?

• What supporting reasons does the author use?

• Does he include evidence? Is it effective?

• What writing style is he using?