Focus and Motivate Argument and PersuasionThink about the choices and decisions that you make in a single day. You might choose to volunteer at an animal shelter, buy a new pair of shoes, or cast your vote for student-council president. Which persuasive messages influence your decisions?

Part 1: What Is an Argument?When you hear the word argument, you may think of angry people shouting heated statements. In formal speaking and writing, however, a good argument is not emotional. It is a carefully stated claim supported by reasons and evidence. An argument is made up of two important parts.

• The claim is a writer’s position on a problem or an issue.• The support is the reasons and evidence that help to prove the claim.

A writer may include many kinds of evidence, including eye-opening statistics, compelling anecdotes, or examples. Support in an argument is usually for or against an issue. Study the support for the claim stated below. What is the author’s viewpoint, or attitude toward the issue of teens using the Internet? Is the support for or against the issue?

Support

Using the Internet for research can help teens become experts at finding information. For example, looking up homework help and comparison-shop ping online both require savvy re search abilities.

Support Support Support

1 2 3

1 3Support

Teens are learning how to multi-task. One study found that 30 percent of teens do more than one thing when they are on the Internet—for instance, surf the Web and e-mail friends at the same time.

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CLAIMTeens who use the Internet for different

kinds of tasks are developing important life skills.

Support

The immediate responses required by e-mails and instant messages can help teens learn to type faster and to process information quickly. These abilities are critical in school and in business.

unit 8Text

AnalysisWorkshop

936 unit 8: information, argument, and persuasion

Included in this workshop:RI 7 Integrate information presented in different media or formats to develop a coherent understanding of a topic.RI 8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

i l d Y i ht

Essential Course of Study ecos

Part 1: What Is an Argument?Parts of an Argument Discuss with students the information about teens and the Internet that appears in the graphic on page 936. Ask volunteers to share their opinion of the claim. Then share opinions about each statement of support. Do students feel this is a strong argument, based on the evidence presented in support of the claim? Why or why not?Work with students to show graphically the parts of a new argument that interests them. For example, ask students to think about how they might argue an opposite position on teens and the Internet—that the Inter-net can create problems for teens. Discuss what reasons or evidence might support this claim. They might suggest, for example, that the Internet can distract students from their homework, that it can encourage an inactive lifestyle, and that some chat rooms or Web sites can pose risks and dangers by revealing personal information. Ask students to brain-storm concrete examples that will strengthen their arguments.

BEST PRACTICES TOOLKIT—TransparencySummary Frame: Argumentation p. B11

Teach

Focus and Motivate

differentiated instructionfor struggling readersNote Taking Hand out the Note Taking copy master and have students read page 936 silently. Then have students take notes on the copy master as you discuss the information.

RESOURCE MANAGER—Copy MasterNote Taking p. 91

Analysis Support: Parts of an ArgumentRead the opening paragraph of “Power in Numbers” aloud. Discuss with students the author’s argument. Then have student volunteers read aloud each of the bulleted items as the other students follow along. After each passage is read, stop to discuss the strength of the reason the author gives to support the claim.

936 unit 8

RI 7 Integrate information presented in different media or formats to develop a coherent understanding of a topic. RI 8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

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model: parts of an argumentThis article is from Humane Teen, a Web site intended to educate students about important issues involving animal rights and the environment. As you begin reading the article, look for the author’s claim.

One person can do a lot for animals and the Earth. So, what’s the point of starting a club? That’s simple. When people work as a team, they can accomplish much more. Here’s why:

• A group has more people to make calls, write letters, hand out flyers, and get the word out about pressing issues.

• Trying to solve problems by yourself can be difficult and frustrating. But when you’re part of a club, you get support and encouragement from other club members.

• A group of people speaking with one voice often has more influence than a single person. People sit up and take notice when many individuals come together to champion an important cause.

• A club taps the wide range of skills and talents of its members. If you have a flair for art, you could design animal-protection posters or environmental T-shirts. Another member—someone who has a way with words—could write public service announcements or letters to newspaper editors. Other club members might be dynamic speakers, thorough researchers, or good organizers. Your projects will be successful because of the efforts, experience, and creativity of all your club’s members.

Close Read 1. Look at the title of this

article and reread the first paragraph. What is the author’s claim?

2. In your own words, restate two of the reasons that the author gives to support the claim.

Issues Message Board LinksMProjects

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Power in NumbersWhy Student Clubs Are So Effective

Find Clubs Near You E-mail Article Print Article

3. One of the author’s reasons has been boxed. What examples are given to back up this reason?

http://www.humaneteen.org

4. In your opinion, does the author include enough evidence to support the claim? Is the evidence for or against the effectiveness of clubs?

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model: parts of an argumentClose ReadPossible answers:

1. Student clubs thrive because people come together and work as a team.

2. A group has more people to complete tasks and spread a message. Club members can offer support and encouragement when a member is trying to solve problems. A group of people has more power to influence a crowd than a single person. A club benefits from the skills and talents of its members.

3. Club members with artistic talent can design posters or T-shirts. Those who write well can write public service announce-ments or letters to newspaper editors. Other club members might contribute public speaking skills, research skills, or organizational skills.

4. Most students will say the evidence is appropriate because it is relevant to the claim and argues for the effectiveness of clubs by giving several reasons and examples based on the writer’s experiences.

for english language learnersConcept Support: Parts of an Argument [paired option] Read the article “Power in Numbers” aloud with students. Stop after each paragraph to answer any questions or get reactions. Then have students work with partners to complete a graphic organizer tracking the article’s claim and the reasons that support this claim. When students have finished, have pairs share their organizers with each other and discuss any differences.

for advanced learners/pre–apOutline an Argument Ask students to outline an argument of their own in which they make a claim and support it with at least three reasons. Encourage them to consider issues or causes that interest them, such as a problem in the school or larger community that needs addressing, a political or social cause, or an organization that could use support. Have students share and discuss their outlines with partners.

Support 3: Support 4:

Support 1: Support 2:

Claim:

Are your students struggling with text analysis skills? Consider assigning them one or more Level Up Online Tutorials as remediation before beginning this unit. Log in to thinkcentral.com to view a list of the skills addressed by Level Up.

Online Remediation

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TeachPart 2: The Power of Persuasion

The persuasive messages that have made a lasting impression on you have probably been based on specific persuasive techniques, or methods, that were used to sway your heart and mind.

The persuasive techniques shown in the chart can make strong arguments even more powerful. However, they can also disguise flaws in weak arguments because these techniques can lead to faulty reasoning. Faulty reasoning is a claim based on information that is incorrect, biased, or simply does not make sense. The examples below will help you be alert to common kinds of faulty reasoning.

Appeals by Association

“Sell” a product or an idea by linking it with something or someone positive or influential

BandwagonTaps into people’s desire to belong to a group

Don’t miss the fundraiser that everyone’s talkingabout!

Emotional Appeals

Use strong feelings, rather than facts and evidence, to persuade

Appeal to FearMakes people feel as if their safety, security, or health is in danger

If a hurricane hit tomorrow, would your family be safe?

Appeal to VanityUses flattery to win people over

We’re looking for talented athletes like you. Join our after-school running club.

Loaded Language

Relies on words with strongly positive or negative associations

Words with Positive AssociationsBring to mind something exciting, comforting, or desirable

Sparkling waters, silky sands, and breezy air all await you at Shongum Lake Park.

Words with Negative AssociationsCall up unpleasant images, experiences, or feelings

The calves were raised in cramped, filthy stalls.

As the lead singer of Destination Home, I know good sound when I hear it. That’s why I won’t go anywhere without my FX portable music player.

TestimonialRelies on the backing of a celebrity, an expert, or a satisfied customer

938 unit 8: information, argument, and persuasion

Part 2: The Power of PersuasionPersuasive Techniques Spend time discussing each of the three techniques. Ask students to think about familiar advertisements and public service announcements that make use of some of these techniques. Invite students to discuss other places in which people might encounter persuasive language, such as newspaper columns or letters to the editor. Ask if they have ever experienced an advertisement in which the claim turned out to be based on incorrect or biased information or that didn’t make sense to them. Encourage students to think of one example each of an appeal by association, an emotional appeal, and loaded language. You might prompt them with questions like the following:• Suppose you want to encourage your class-

mates to visit a Web site that helps teens do research for school. Who might give a powerful testimonial for this Web site?

• If you were selling a particular brand of jeans, how could you appeal to people’s vanity?

• What are some positive words that describe how your dog’s coat will look and smell after using a certain pet shampoo? What negative words could describe the results of using another brand of pet shampoo?

check understandingTo check students’ understanding of loaded language, discuss the words highlighted in the examples on page 938. Ask students why these words have emotional appeal.

BEST PRACTICES TOOLKIT—TransparenciesAnalysis Frame: Persuasion pp. D23, D46, D47

for struggling readersNote Taking Hand out the Note Taking: The Power of Persuasion copy master and have students read page 938 silently. Then have students take notes on the copy master as you discuss the information.

RESOURCE MANAGER—Copy MasterNote Taking p. 92

Analysis Support: Persuasive Language Read the models on page 939 aloud. Ask student pairs to note examples of per-suasion on a Two-Column Chart labeled “Example” and “Persuasive Techniques.” (Example: “greasy French fries” [line 3]; Per-suasive Technique: loaded language.) Meet as a class to discuss students’ examples.

BEST PRACTICES TOOLKIT—TransparencyTwo-Column Chart p. A25

differentiated instruction

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Text Analysis Workshop

model 1: persuasion in writingIn this editorial, the author discusses a serious problem facing your generation. What persuasive techniques does he use to win you over?

Picture this situation. You’ve just gotten home from a long day at school. You’re not ready to start your homework, so you decide to kick back and watch TV. After seeing ads for greasy French fries, sugary soft drinks, and salty chips, you head to the kitchen to fix yourself an enormous (and unhealthy) snack. With the TV blaring in the background, you then waste hours on the Web.

If you think there’s nothing wrong with this lazy lifestyle, think again. Today’s teens are the most overweight and inactive generation in history, largely because of poor eating habits, lack of exercise, and exposure to mindless media. If teens don’t break these damaging habits, they will increase their risk of developing life-threatening diseases, such as diabetes and hypertension.

model 2: persuasion in advertisingAs you examine this public service ad, think about how the creators want you to react to its message.

Close Read 1. What is the claim in

this editorial? What supporting evidence does the writer provide?

2. What emotional appeal does the author use?

3. Two examples of loaded language have been boxed. Find three additional examples.

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A Recipe for DisasterWhy Today’s Teens Need to Shape Up

Magazine editorial by Luis Frontera

Close Read 1. What claim does this ad

make? What supporting evidence is provided?

2. Identify the persuasive technique that is used in this ad. Why was this technique used to target teens? Explain.

3. How does the photograph in this ad help to enhance the message? Review the messages in models 1 and 2. Compare and contrast the viewpoints in the messages, as well as the structures used to make the claims. Which message is more persuasive, and why?

Campaign for Fit Teens America

These teens have taken their health and well-being

into their own hands.

Will you join them or sit on the sidelines?

text analysis workshop 939

model 1: persuasion in writingClose ReadPossible answers:

1. The claim is that teenagers need to improve their physical fitness. The writer supports the claim with emotional appeals and loaded language by including examples of teens’ typical poor diet and inactive lifestyle and comparing teens’ eating and exercise habits unfavorably to earlier generations.

2. The author uses an appeal to people’s fear by claiming that poor eating habits and a lazy lifestyle can lead to life-threatening conditions.

3. Three additional examples of loaded language are “greasy French fries,” “waste hours on the Web,” and “lazy lifestyle.”

model 2: persuasion in advertisingClose ReadPossible answers:

1. The claim is that teenagers are exercising to improve their health. The evidence includes an appeal to fear and words with positive associations (well-being).

2. The ad uses the technique of appealing by association—making teens feel that they should join peers who are taking control of their own health. This approach taps into a teen’s desire to be in control as well as to be part of a group.

3. The photograph shows several strong, determined, physically fit boys and girls having fun and doing something active. The teens appear to be smiling and hav-ing fun together. They also appear to be in good shape. Some students may say Model 1 is more persuasive because the appeal to fear gives more compelling reasons for why teens need to eat better and exercise more. Others may say that Model 2 is more persuasive because it doesn’t rely on fear or negative images of teens, but shows teens taking positive action to improve their health.

for english language learnersLanguage Support: Idioms Help students use context clues to determine the emo-tional power of these words and phrases: • shape up (subtitle of editorial), “to get

physically fit” and “to improve behaviors”• kick back (lines 2–3), “to relax”• mindless (line 10), “without thought or

care” • take . . . into their own hands (ad), “act

without the help of others”• on the sidelines (ad), “outside the action”

for advanced learners/pre–apCreate a Public Service Ad [paired option] Have students work in pairs to design a brief public service ad that uses persuasive images and language. Students can use actual photos, pictures from magazines, or illustrations they create themselves. The written part of the ad should make use of one or more persuasive techniques discussed in the lesson. Have students pres-ent their ads to the class for constructive feedback. text analysis workshop 939

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Practice and ApplyPart 3: Analyze the Texts

Now, you’ll apply what you’ve learned as you analyze two texts—an editorial and a poster. Both texts are about pit bulls, but their similarities end there. As you read each text, notice the argument that is being presented and how each author’s viewpoint, or attitude toward the subject, differs.

Close Read 1. Reread lines 1–6. What

is the author’s claim?

2. Review the persuasive techniques listed on page 938. Which technique does the author use in the boxed sentence?

3. What reason does the author give in the third paragraph to support her claim? Explain this reason in your own words.

4. Reread lines 19–24. In your opinion, does the author include enough evidence to support her claim? Why or why not?

5. Are the facts in this editorial used for or against the issue of keeping pit bulls as pets? Explain.

Editorial by Lisa Epstein

Recently, pit bulls have become the targets of negative media coverage. All pit bulls have the urge to attack people, some articles state. They are a danger to children, a few experts say. And, they are just too violent to be household pets, some lawmakers believe. As the educated owner of a pit bull, I can say that these reports are false. Pit bulls are not necessarily violent toward humans. In fact, they can make affectionate, loving pets.

So where did the misperception come from? More than 200 years ago, pit bulls were bred to compete in fights with other dogs. For that reason, pit bulls had certain qualities—such as aggression and determination—that were important for fighting. Pit bulls today still have these same qualities, but they have other qualities as well: loyalty, friendliness, and a desire to please.

It’s true that some pit bulls, such as those featured in news stories, are violent. However, this is because of bad owners, not because they’re a violent breed. Some irresponsible owners train their pit bulls to fight or attack, and because pit bulls want to please their owners, they act accordingly. In contrast, owners who treat pit bulls with love are rewarded with endless affection in return.

People who still need proof that pit bulls aren’t violent can look at recent studies. For example, the American Temperament Test Society (ATTS) is an organization that rates all breeds of dogs based on qualities like shyness and friendliness. In one study, pit bulls got a better overall rating than golden retrievers, whom many people view as the friendliest dogs around.

So, don’t believe the unfair reports about how violent pit bulls are. In reality, they don’t want to attack us; they want to curl up at our feet.

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DANGEROUS

Threat?NO—Loving Pet!

940 unit 8: information, argument, and persuasion

for english language learnersVocabulary Support Introduce these words from the editorial on page 940. Have students use context clues to define them. • affectionate (line 6), “warm and loving”• misperception (line 7), “mistaken idea

about something”• determination (line 10), “strength and

firmness”• accordingly (line 17), “in an expected way”• Temperament (line 20), “personality”

for struggling readersAnalysis Support: Analyze an Argument[paired option] Have students read lines 1–6 and then write at least two questions that they want answered. What statements made by the author need support? Have pairs of students share their questions and read the rest of the selection together to an-swer their questions. Then, discuss whether or not the author makes an effective and persuasive argument.

differentiated instruction

Part 3: Analyze the TextsClose ReadPossible answers: 1. The author’s claim is that negative opinions

of pit bulls are false, and that these dogs can make loving pets.

2. The author uses the technique of appeal by association when she lets readers know that she is “the educated owner of a pit bull.”

3. The author explains that violent pit bulls are the result of irresponsible owners who train their dogs to fight or attack.

4. Some students may say that the study, when added to the author’s other evidence, is adequate to support the claim. Others may say that one study is not adequate to support the claim.

5. The facts in this editorial are used to sup-port the idea of keeping pit bulls as pets. The author provides the reader with factual information about the good temperament of pit bulls when compared to other breeds.

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Text Analysis Workshop

Close Read 1. In your own words,

describe the claim that this poster makes. What supporting evidence do you find?

2. What persuasive technique is used to convince the intended audience — responsible neighbors — of the claim? How can you tell?

3. How do the photograph and the page design add to the persuasive power of the poster? Explain your answer.

4. One example of loaded language has been boxed. Find two additional examples.

5. Compare and contrast the structure and viewpoints of these two different authors writing for the same purpose—to persuade you to accept their claims about pit bulls. Which text is most convincing? Why?

Not everyone agrees that pit bulls are cuddly, harmless creatures. What do the creators of this poster want viewers to know about pit bulls?

ROAMING OUR STREETS?

IS THIS THE KIND OF

Pit bulls are violent creatures, capable of biting and

attacking innocent children. These vicious beasts do not

belong in our neighborhood. Support the law that would

prohibit people from having pit bulls as pets.

Sponsored by Neighborhood Safety Watch

DOG THAT YOU WANT

text analysis workshop 941

for english language learnersConcept Support: Persuasive Techniques [small-group option] Read aloud the two pit bull texts. Stop occasionally to discuss examples of persuasive language. Then have students meet in small groups to role play both sides of the issue. Some students should play pit bull supporters, while others should play people who fear pit bulls. Each side should try to persuade the other to understand their position, borrowing facts and persuasive language from the models.

for advanced learners/pre–apSynthesize Point out that persuasive language can help people understand facts, but it can also influence people into accepting inaccurate ideas. Point out the difference between the editorial and the poster on pages 940 and 941. Encourage them to see that one presents facts while the other appeals only to emotion. Ask students to explain, in a paragraph, why it is important for people to look for solid arguments with supporting facts.

Close ReadPossible answers: 1. This poster claims that pit bulls are violent

creatures and a danger to children. Supporting evidence includes negative loaded language and appeals to fear with the photo of the pit bull and descriptions of the dogs as “violent” and “vicious.”

2. The poster uses an emotional appeal and loaded language. The ad makes people feel as though the safety of their children is at stake.

3. The photograph is frightening in the way it shows the dog in attack mode, with snarling face and sharp teeth. The large, bright type of the opening question and the message at the bottom also has the look of a warning.

4. Other examples of loaded language include “biting and attacking innocent children” and “vicious beasts.”

5. Most students will say that the editorial is more persuasive because the claim is supported with more reasoned evidence. The writer acknowledges that some pit bulls are violent, but says the problem is owners rather than the dogs. Some may say that the poster is more persuasive because the photo and loaded language convince them that the dogs are dangerous.

AssessHave students define and explain the terms claim, support, appeals by association, emotional appeals, and loaded language using examples from models in the lesson.

ReteachUse this activity for students who have trouble applying the workshop skills to the selections on pages 940–941:

1. Divide the class into small groups. Have students review and share their copy masters with each other.

2. Ask students to work together to think of a reason or a piece of evidence that supports a claim. Then have them work together to come up with examples of persuasive language.

3. Reassemble the class and briefly discuss their examples. If necessary, discuss additional examples of your own.

Assess and Reteach

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